原版英语RAZ 教案G44-The Spider's Web.pdf

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1、The Spiders WebLesson PlanLeveLG G1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:118Book SummaryThe Spiders Web entertains readers as they learn about how spiders build and use webs.No matter how students feel about spiders,th

2、e amazing photographs of a spider building a web and feeding will hold their attention.Use this fascinating book to teach summarizing information and sequencing events.About the LessonTargeted Reading Strategy VisualizeObjectives Visualizetounderstandtext Sequenceevents Discriminateshortvowel/i/soun

3、d Identifyshortvoweli Identifyandusepossessivenouns Recognizeandusethehigh-frequencywordsheMaterialsGreentext indicates resources are available on the website.BookThe Spiders Web(copy for each student)Chalkboardordry-eraseboard Dictionaries Photographofaspider Indexcards Aphotographorpictureofeachvo

4、cabularyword Sheetsofposterboard Pagescutoutfromanextracopyofthebook Sequenceevents,shortvoweli,possessive nouns worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and

5、pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequencywords:her,she,the Content words:Story critical:silk(n.),spider(n.),spins(v.),sticky(adj.),thread(n.),web(n.)Enrichment:creeps(v.),goo(n.),wraps(v.)The Spiders WebLess

6、on Plan(continued)LeveLG G2 Learning AZ All rights reserved.www.readinga-Before ReadingBuild Background Placeaphotographofaspiderontheboardandhavestudentsidentifyitbycallingoutitsname.Write the word spiderontheboard.Readitaloudwithstudents.Havestudentsdrawapictureofaspideronaseparatesheetofpaper,ont

7、hebasisofonestheyhaveseeninreallifeorinbooks.Havestudentsdescribetheirpicturetoapartnerandsharewiththeir partner everything they know about spiders.Invitevolunteerstosharetheirpictureswiththeclass,alongwithonefactaboutspiders.Recorddetails about spiders on the board using key words.Book WalkIntroduc

8、e the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authors

9、name).Introduce the Reading Strategy:Visualize Explaintostudentsthatengagedreadersvisualize,orcreatepicturesintheirmind,whilereading.Readersusewhattheyalreadyknowaboutatopic,inconnectionwithwhattheyarereading in the book,to make their visualizations.Modelvisualizing.Think-aloud:The title of this boo

10、k is TheSpidersWeb.On the basis of this information,I can create my first visualization.I think about spider webs I have seen before.The threads are thin and translucent,which means you can almost see through them.They look like jagged,delicate lines.The strands of the web are joined together in a c

11、ircular shape and feel sticky to the touch.Sometimes I see a spider crawling along one of the lines of the web.This visual image helps me understand what a book calledTheSpidersWeb will be about.Asyouarespeaking,drawapicturethatrepresentswhatyouaredescribinginyourthink-aloud.Pointoutthatonewaytovisu

12、alizeistodrawwhatyouseeinyourmind.Askstudentstoclosetheireyeswhileyoureadpage4aloudandfocusonwhattheyseeintheirmind.Afterlistening,havestudentsdrawapicturerepresentingtheirvisualization.Invitevolunteers to share their pictures with the class.Asstudentsread,encouragethemtouseotherreadingstrategiesina

13、dditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Askstudentstosharewithapartnerthestepstheytaketogetreadyforschoolinthemorning.Invitevolunteerstosharewiththeclasstheirmorningpreparations.Recordtheseeventsontheboard,using key words and pictures.

14、Rewritetheeventssotheyareoutoforder.Forinstance,putleaving the house before getting out of bed,brushing teeth before eating breakfast,andsoon.Retellthemorningwiththiswrongsequenceofevents.Havestudentsexplainwhatisincorrectabouttheretelling.Remindorexplaintostudentsthatasequenceofeventsistheorderinwh

15、icheventsoccur.When we describe events in the wrong order,the description does not make sense.Writethefollowingphrasesonindexcardsandplacethemontheboard:complete my homework,read the assignment,and take my homework out of my backpack.Drawsimplepictures that accompany each phrase.The Spiders WebLesso

16、n Plan(continued)LeveLG G3 Learning AZ All rights reserved.www.readinga- Modelhowtosequenceevents.Think-aloud:When I am working on homework at night,I follow a certain sequence of events to get everything done.First,I take my homework out of my backpack.Next,I read the assignment so I know what I ne

17、ed to do.Finally,I complete my homework and return it to my backpack.If I dont follow the steps in this order,I wont be able to complete my homework.Knowing the right sequence of events is very important.Asyouspeak,rearrangethecardssotheyarepresentingthecorrectsequenceofevents.Explainthatmostbooks,l

18、ikethescenariosjustdiscussed,alsohaveasequenceofevents.Whentalking about the book,readers must be sure to describe events in the right order for their retellingtomakesense.Explaintostudentsthatreadersuseconnectingwordslikefirst,next,then,and finally to help them correctly organize a sequence of even

19、ts.Havestudentsworkwithapartnertodiscussthesequenceofeventsoftheirschooldayandremind them to use appropriate connecting words.Invite pairs to share their sequence with the rest of the class.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,wh

20、ilelookingatthepictureonpage4,youmightsay:Point to the spider.What is it doing?When spiders create a web thread like that,we call it spinning thread.The word spins begins with the letters sp.Find the word spins on this page.Writeeachvocabularywordonalargeposterboard,andbesideitglueaphotographorpictu

21、rethatillustratestheword.Hangthesepostersindifferentspotsaroundtheclassroom.Breakstudentsintogroupsandassigneachgrouptoaword.Havestudentsreadtheword,examinethepicture,anddiscusswhattheythinkthewordmeans.Thenhavestudentswritetheirdefinition for the word on the poster.Aftereachgrouphasfinished,rotateg

22、roupsclockwisearoundtheroomuntiltheyareatthenextposter.Havestudentsrepeattheprocessbyexaminingtheposterandthenwritingadefinitionintheirownwords.Repeatuntileachgrouphashadachancetowriteadefinition for every word.Discusstheposterswiththeclass.Guidestudentstocreatingaclassdefinitionforeachword.Writethe

23、wordsandtheclass-createddefinitionsontheboard.Set the Purpose Havestudentsreadtofindoutmoreaboutspiderwebs.Remindthemtothinkabouttheorderof events described in the book as they read.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage6.Encouragethose who finish ear

24、ly to go back and reread.Modelvisualizing.Think-aloud:On page 5,I read that that the spider stuck silk threads between two branches.When I read this,I saw in my mind a tree branch that split into two smaller branches,like the letter Y.Between those smaller branches I saw many strands of spider web,c

25、risscrossing back and forth.I also saw a spider,hanging from a thread on the edge of the branches.When I looked at the picture in the book,I saw that it was similar to my visualization,but different.My visualizations will always be a little different from pictures in books,because they are my person

26、al images that I create in my mind.Asyouspeak,drawapictureontheboardrepresentingyourvisualization.Askstudentstodrawapicturerepresentingamentalimagetheyhadastheyreadpage6.Havestudents orally describe this visualization to a partner,using their drawn picture for reference.The Spiders WebLesson Plan(co

27、ntinued)LeveLG G4 Learning AZ All rights reserved.www.readinga- Usingpagescutoutfromanextracopyofthebook,placepicturesfrompages4through6 ontheboard.Arrangethepicturessotheyareinthewrongorder.Askstudentstopointtothepicturethathappenedfirstinthebook.Writethewordfirst on the board,and place the picture

28、 beneath that word.Write the words next and then on the board,andaskstudentstopointtothenexteventthatoccurredinthebook.Placethatpicturebeneaththe word next and the final picture beneath the word then.Retelltheeventsfromthebookinthecorrectsequence,usingthepicturesandtheconnectingwords written on the

29、board.Check for understanding:Havestudentsreadtotheendofpage9.Encouragestudentstodrawanother picture of an image they visualized while they read.Invite volunteers to share and explaintheirpicturetotherestoftheclass.Placepicturesfrompages7and8ontheboard,outoforder.Askstudentstodiscusswith a partner w

30、hich event came first in the book.Invite a volunteer to come to the board and add thecorrectevent(frompage7)tothesequencealreadystartedwithpages4through6.Abovethepicturewritethewordnext.Pointoutthatwhenretellingalongsequenceofevents,students can repeat the words next and then as connecting words for

31、 events that occur in the middle.The words first and finally,however,can only be used for events at the beginning and the end,respectively.Writethewordthenontheboardasthenextoneinthesequence,andplacethepicture frompage8beneaththatword.Havestudentsretellthesequenceofeventsfromthebook to a partner,ref

32、erring to the visuals on the board as necessary.Havestudentsreadtheremainderofthebook.Remindthemtovisualizeastheyreadand to pay attention to the order of events in the book.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the

33、 discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:On page 11,I read that the spider wrapped the fly in silk.When I read this,I vi

34、sualized in my mind a spider web I had seen before that had little white balls stuck on it.I could see the web stretched out long and thin in the corner of my backyard.I didnt see a spider,but I did see those lumps of spider web thread stuck on different strands of the web.I knew these were the bodi

35、es of insects the spider had caught.This visualization,along with the others I had as I read,helped me to understand and remember information from the book.Invitevolunteerstosharewiththeclassanyofthepicturestheydrewrepresentingvisualizations.Discusswithstudentshowtheirvisualizationscompareandcontras

36、t.Pointoutthatsincethestudentsarevisualizingusingthesametext,theywillbesimilar,butremindstudentsthatallvisualizations will be unique because they are personal.Askstudentstosharewithapartnerhowthestrategyofvisualizinghelpedthemunderstand and remember information from the book.Reflect on the Comprehen

37、sion Skill Discussion:Havestudentssharewithapartnerwhytheyneedtoknowthataspiderbuildsitswebbeforeitcatchesafly.Askpartnerstothinkofaneventthatoccurredbeforetheeventsdescribedinthisbook(forinstance,firstaspiderhastochooseatree).Similarly,havepartnersdiscuss an event that will occur after those descri

38、bed in the book(for instance,the spider gets oldanddies).Invitevolunteerstosharetheirideaswiththeclass.Discusswithstudentstheimportance of sequencing events in the correct order.The Spiders WebLesson Plan(continued)LeveLG G5 Learning AZ All rights reserved.www.readinga- Independent practice:Introduc

39、e,explain,andhavestudentscompletethesequence events worksheet.Allowtimeforstudentstoretelleventsfromthebooktoapartner,asthe worksheet directs.Enduring understanding:In this book,you learned about how a spider makes a web and how it uses thewebtocatchfood.Howdootheranimalscatchtheirfood?Haveyouseenot

40、herunusualanimalhomes?Build SkillsPhonological Awareness:Short vowel/i/sound Saythewordsilkaloudtostudents,emphasizingtheshortvowel/i/sound.Havestudents say the word aloud and then say the/i/sound.Readpage5aloudtostudents.Havestudentsraisetheirhandeverytimetheyhearawordthatcontains the short vowel/i

41、/sound.Saythewordsitaloudandhavestudentsrepeat.Havestudentsworkingroupstothinkof as many words that rhyme with sit as they can.Invite volunteers to share their words with the class.Askstudentstosaythesoundthatisinthemiddleofalloftheserhymingwords;emphasizethat they all contain the short vowel/i/soun

42、d.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordcontainstheshortvowel/i/sound:kid,fit,fat,hip,hop,big,bag,dim,zip,zap,lid,and led.Phonics:Short vowel i Writethewordsilk on the board and say it aloud with students.Havestudentssaytheshortvowel/i/so

43、undaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentstoidentifywhichletterrepresentsthe/i/sound in the word silk.Havestudentspracticewritingtheletteri on a separate piece of paper while saying the short vowel/i/sound.Check for understanding:Writethefollowingwor

44、dsontheboard:bad,hat,ton,ram,dad,top,and set.Sayeachword,oneatatime,andthenerasethemedialvowel.Invitevolunteerstocometothe board and add the short vowel i to the middle of each word.Then read each word again and have the students repeat,saying each word aloud.Independent practice:Introduce,explain,a

45、ndhavestudentscompletetheshort vowel i worksheet.If time allows,discuss their answers.Grammar and Mechanics:Possessive nouns Writethefollowingsentenceontheboard:The spiders web is beautiful.Readthesentencealoudandhavestudentsrepeat.Pointtothewordweb.Askstudentstocalloutwhothewebbelongs to(the spider

46、).Circlethes at the end of the word spiders.Explaintostudentsthatwhenweaddans to a word,wearecreatingapossessivenoun.Explainthatapossessive noun is a word that indicates ownership.Inthisexample,thespiderownstheweb,orthewebbelongstothespider.Havestudentsfollowalongasyoureadpage12aloud.Askthemtocallou

47、twhothebodybelongsto(thefly).Askthemtocalloutwhosebiteitis(thespider).Havestudentscirclebothinstances of sonthepage.Remindstudentsthatwhentheyseethisendingonnouns,theyknowthatthenextwordwillbeanobjectthatbelongstothatnoun.Remindstudentsthatacontractionusing sisnotthesameasapossessive.Forexample,thew

48、ordlets is a contraction for the words let and us,andisnotpossessive.Pointoutthatacontractionshortens two words by joining them,but a possessive noun always shows ownership.The Spiders WebLesson Plan(continued)LeveLG G6 Learning AZ All rights reserved.www.readinga- Check for understanding:Writetwoco

49、lumnsofwordsontheboard:onealistofnounsthatarepeopleoranimalsandtheotheralistofnounsthatareobjects.Askstudentstomatchanoun toanobject.Forexample,theycanchoosethewordgirl from the first column and the word desk fromthesecond.Havestudentswritethetwonounsonaseparatesheetofpaperandthenaddan stothefirstno

50、untomakeitpossessive.Usingtheexampleabove,studentswillwritegirls desk.Havestudentscontinuetheprocessuntiltheyhaveusedallthewordsfrombothcolumns.Then,have students work with a partner to check that all of the phrases correctly use the possessivenounform.Foreachpairing,havethemidentifywhat belongs to