原版英语RAZ 教案K08-The Mind Game.pdf

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1、The Mind GameLesson PlanLeveLK K1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Narrative Description Page Count:14 Word Count:401Book SummaryIn The Mind Game,a young boy is upset about having to entertain himself without computer games.The boy discovers the joy of

2、 reading books and the value of using his own imagination.He becomes hooked on reading and the illustrations he makes in his mind.Soon he forgets all about the computer,even after it gets repaired.Readers will enjoy this story and might grow to appreciate reading a little more.About the LessonTarget

3、ed Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictionswhilereadingtounderstandtext Useacharactermaptoanalyzeacharacter Identifyconsonantdigraphwh in words Recognizequotationmarksandpunctuatecorrectly AlphabetizecontentvocabularywordsMaterialsGreentext indic

4、ates resources available on the website BookThe Mind Game(copy for each student)Chalkboardordryeraseboard Analyzecharacters,consonantdigraphwh,quotationmarksworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive

5、whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:chuckled,computer,forlorn,keyboard,monitor,mouse,screenBefore ReadingBuild Background Talkwithstudentsaboutcomputerstheyhaveathome.Ask:Do you have a computer at home?What kinds of things do you do with your c

6、omputer?How much time do you spend on the computer each day?Do your parents think you spend too much time on the computer?Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them

7、 to offer ideas as to what type ofbookitisandwhatitmightbeabout.(Acceptanyanswersstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname.)The Mind GameLesson Plan(continued)LeveLK K2 Learning AZ,Inc.All rights reserved.www.readinga- Talkab

8、outtheboyonthefrontandbackcoversandtitlepage.Askstudentshowtheythinktheboyisfeelingineachillustration.Havethemexplainwhyhemightfeelthatway.Aftertheyhavegiven their feedback,tell students that this book is about a boy who spends a lot of time at the computereachday.Askstudentstothinkaboutwhatmighthap

9、peninthestory.Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatonewaytounderstandwhattheyarereadingistopredictwhatwillhappennextinthestory.Astheyread,theycanconfirmorrevisetheirpredictions.Emphasizetostudents that knowing how to make predictions is more importa

10、nt than whether the prediction isright,orconfirmed.Havestudentssharetheirpredictionsaboutwhatwillhappeninthestory,basedontheillustrations they have looked at so far.Write these predictions on the board.Modelusingthecoverillustrationstomakeaprediction.Think-aloud:I know that good readers always look

11、at the covers of a book to get an idea of what the book is about.Looking at the illustration on the front cover,I can see a boy with a computer,but the weather looks very windy.On the back cover,the boy is looking sad and there isnt a computer anywhere in sight.I am going to make the prediction that

12、 the boy loses his computer in a bad storm.As I read this book,I am going to look at the illustrations and think about what I have read.Then I will ask myself what might happen next,or make a prediction.After making a prediction,I will continue reading to see whether my prediction was correct or not

13、.I will continue reading and making predictions throughout the entire story.Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedstrategypresented in this section.Introduce the Vocabulary Asyoupreviewthebook,reinforcenewvocabularybyincorporatingitintothediscussionoftheillustratio

14、ns.Useasmuchofthelanguagefromthetextaspossible.Tellstudentstolookforcluesintheillustrationswhentheydonotunderstandaword.Forexample,havestudentsturnto page 5 in their book.Point to the word flexedandaskstudentshowtheymightfigureouttheword.Havethemthinkaboutwhattheillustrationtells.Saytostudents:What

15、is the boy doing with his hands?Yes,he is flexing his fingers.Read the sentence aloud and ask students whether the word flexed makes sense.Remindstudentstorereadthesentencethatcontainsadifficultwordtomakesurethesentencemakes sense.Askstudentsforwordsthatmightbeusedinconnectionwithcomputers(monitor,k

16、eyboard,mouse)and write them on the board.Have students look for these words as they read.Set the Purpose Havestudentsreadtofindoutwhathappenstotheboyandhiscomputer.Remindthemtostop,reviewintheirmindwhathashappened,andmakepredictionsaboutwhatwillhappennext.Thentellthemtoreadontoconfirmorrevisetheirp

17、rediction.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage5.Encouragethosewhofinishearly to go back and reread.Modelrevisingaprediction.Think-aloud:After I looked at the book covers,I predicted that the boy would lose his computer in a bad storm.At the end of page 5,I r

18、evised my prediction.When I look at the illustration I can see that the computer is gone,but there hasnt been a storm.So,I want to revise my prediction.Now I think the computer is broken,and I predict that the boy will be upset when he realizes that the computer is gone.I will read on to confirm or

19、revise my prediction.The Mind GameLesson Plan(continued)LeveLK K3 Learning AZ,Inc.All rights reserved.www.readinga- Invitestudentstomake,revise,and/orconfirmapredictionbasedonwhattheyhaveread.Havestudentsreadtheremainderofthestory.Encouragethemtomake,revise,and/orconfirmpredictions as they read the

20、rest of the story.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesa

21、ndcontextclues.Reflect on the Reading Strategy Invitestudentstodiscusswhethertheirpredictionsturnedouttobetrueorwhethertheyneedtoberevised,Reinforcethatrevisingorconfirmingtheirpredictionsaboutthebookhelpsthembetter understand and enjoy what they are reading and remember the details.Think-aloud:I pr

22、edicted that the computer was broken,and my prediction was correct.I also predicted correctly that the boy would be upset and angry until the computer was repaired and returned.I had to revise that prediction because the boy seemed to forget about the computer as he read and enjoyed lots of books.St

23、opping to think about what might happen next in the story and reading on to check my prediction helped me understand the story better.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Analyze characters Discussion:Discuss with students what they think the

24、boy learned when his computer was broken.Talkabouttheillustrationstheboycreatedinhismind.Askstudentswhethertheyusethatstrategy when they read books.Discuss the value of creating mind illustrations as they read.Introduce and model:Remind students that all stories have characters,setting,and plot.Remi

25、nd them that they can learn about characters from what the characters say,do,and think,and what others say about them.Think-aloud:When I read a story,I try to think of times when I felt like the character in the book.This helps me better understand how that character might be feeling.Characters can

26、have lots of different feelings in stories,just as real people do.As things happen in the story,the characters react in different ways and have different feelings.Directstudentstopage3inthebookandrereadpages3through5aloud.Explaintostudentsthatyouwantthemtothinkofafactabouttheboyinthestoryastheyliste

27、ntoyouread.Say:As I was reading those pages,I was thinking about what the boy was doing.He loved to play computer games,and he was so wrapped up in the games that he didnt know what was going on around him.I think one fact I know about the boy is that he is obsessed with computer games.Check for und

28、erstanding:Havestudentsshareonefacttheyknowabouttheboyinthestory.Askthem how they determined the fact.Independent practice:Give students the analyzecharactersworksheet.Have them write the fact yousharedwiththegroupinthefirstbox.Thenhavethemfillintheotherboxeswithfactsabout the boy.Have students use

29、the inside back cover of their book to write one or two things they think the boy learned about computers and books.Build Skills Phonics:Identify consonant digraph wh Writethewordwhen on the board and say it aloud with students.The Mind GameLesson Plan(continued)LeveLK K4 Learning AZ,Inc.All rights

30、reserved.www.readinga- Havestudentssaythe/wh/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhichletterstogetherstandforthe/wh/soundin the word when.Circlethewhdigraph.Explaintostudentsthatthelettersw and h together stand for the/wh/sound at the beginni

31、ng of the word when.Writethewordswheat and heatontheboard.Askstudentstosayeachwordandidentify which word contains the whdigraph.Makesurestudentscandifferentiatebetweenthetwoinitial sounds.Havestudentspracticewritingthewh digraph on a separate piece of paper as they say the sound the digraph stands f

32、or.Check for understanding:Write the following words that begin with the/wh/sound on the board,leaving off the initial whdigraph:where,whisk,which.Have students complete and write each word on a separate piece of paper.Then have students read each word aloud to a partner.Independent practice:Introdu

33、ce,explain,andhavestudentscompletetheconsanant digraph wh worksheet.If time allows,discuss their responses.Grammar and Mechanics:Quotation marks Havestudentstoturntopage7inthestory.Askthemwhatkindofpunctuationisusedinthelastsentenceonthatpage.Revieworexplaintostudentsthatspecialmarkscalledquotation

34、marksareusedtoshowwhensomeoneisspeaking.Say:If I am writing and I want to show someone is speaking,I put quotation marks around the words they said.Modelusingquotationmarkswhenwritingasentenceontheboard:I want to play on the computer,said the boy.Read the sentence together as a group and discuss whi

35、ch words are spokenwords.Addthequotationmarksinthecorrectplaces.Havestudentslookthroughthebookandlocateotherplaceswherequotationmarksareusedinthetext.Discusswithstudentstheotherpunctuationmarksthatareusedwithquotationmarks.Encouragestudentstogenerateoneormoreexamplesofsentencesthatrequirequotationma

36、rks.Writetheirsentencesontheboardandhavevolunteersplacethequotationmarksinthecorrect places.Independent practice:Introduce,explain,andhavestudentscompletethequotationmarksworksheet.If time allows,discuss their responses.Word Work:Alphabetical order Writethewordskeyboard and computerontheboard.Underl

37、inethefirstletterineachword.Askstudentswhichlettercomesfirstinthealphabet:k or c.RevieworexplaintostudentsthatwordsaresometimesplacedinalistbyABC,oralphabetical,order.Wordsareplacedinalphabeticalorderbylookingfirstattheinitialletterineachwordanddecidingwhichlettercomesfirstinthealphabet.Explainthatc

38、omputerwouldcomefirst in an alphabetical list.Writethewordskeyboard and mouseontheboard.Underlinethefirstletterineachword.Askstudentswhichlettercomesfirstinthealphabet:k or m.Explainthatkeyboardwouldcomefirstin an alphabetical list.Build Fluency Independent Reading Allowstudentstoreadtheirbookindepe

39、ndently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.The Mind GameLesson Plan(continued)LeveLK K5 Learning AZ,Inc.All rights reserved.www.readinga-Extend the ReadingWriting

40、and Art ConnectionDiscusswithstudentswhattheyfindenjoyableaboutreadingbooks.Sharewiththemsomeofyourfavorite books.Have students write a story about a favorite book.Have them design a cover for the book.Display the covers on a bulletin board titled Our Favorite Books.Math Connection Askstudentstokeep

41、trackofhowmuchtimetheyspendwatchingtelevisionandusingthecomputerforoneweek.Also,havethemkeeptrackoftheamountoftimetheyspendreadingforthe same week.When students bring in the times for the week,work together to make a class chart showing how much time they spend doing these activities.Discuss the inf

42、ormation on the chart and whether they should make some changes to how they spend their time.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussi

43、onstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookqui

44、z.Assessment Monitor students to determine if they can:consistentlyusethestrategyofmaking,revising,andconfirmingpredictionswhilereading tomakesenseoftext identifyandeffectivelyanalyzethemaincharacterinthestoryduringdiscussionand on a worksheet accuratelyidentifytheconsonantdigraphwh during discussion and on a worksheet correctlyidentifyandusequotationmarksduringdiscussionandonaworksheet accuratelyalphabetizecontentvocabularywordsComprehension Checks BookQuiz Retelling Rubric