原版英语RAZ 教案(S) Snakebite!_LP.pdf

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1、Snakebite!Lesson PlanLeveLS S1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,340Book SummaryMeet Jennifer Owings,a girl who was struck by a rattlesnake many years ago.Through Jennifers story,readers will learn about the w

2、ide variety of rattlesnakes and their behavior.Readers will also learn how rattlesnake venom affects the body and how to treat a victim who has been struck by a rattler.The book concludes with a list of safety tips.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandno

3、nfictiontext Identifymainideaanddetailsintext Identifyandunderstandtheuseofbullets Identifyanddefinemultiple-meaningwordsMaterialsGreentext indicates resources available on the website BookSnakebite!(copy for each student)Chalkboardordryeraseboard Dictionary Summarize,bullets,multiple-meaningwordswo

4、rksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitle

5、onvocabularyAZ.com.Content words:Story critical:antivenin(n.),inject(v.),prey(n.),species(n.),symptoms(n.),venom(n.)Enrichment:bruising(n.),clotting(n.),heeded(v.),paralyzes(v.),rule out(v.),shock(n.),skin grafts(n.),unconscious(adj.)Before ReadingBuild Background Askstudentsiftheyhaveeverbeenstungb

6、yabee,ant,orotherinsect.Ifso,askvolunteerstosharetheirexperiences.Havestudentsimaginepainonehundredtimesgreaterthanthat!Thatiswhat being struck by a rattlesnake would feel like.Explaintostudentsthatmostsnakesintheworldarenotvenomous.Onlyasmallpercentage of snakes are actually dangerous to humans,but

7、 its almost impossible to identify the type of snake from a distance.This book will provide information on one group of venomous snakes,the rattlers.Snakebite!Lesson Plan(continued)LeveLS S2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofth

8、ebook.Guidethemtothefrontandbackcovers,andreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewth

9、etableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebookbased on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Comprehension Skill:Main idea and details Expla

10、inthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinto sections,each section of a book has its own main idea.Readpage4and5aloudtostudents.Modelidentifyingthemainideaanddetailsofthefirstsection.Think-aloud:As I previewed the book,I could tell that all the sections of the book we

11、re going to inform me about rattlesnakes.This section tells about a young girl who was out exploring near her ranch in New Mexico when she was struck by a rattlesnake.I will underline this information.The text goes on to tell how she got home and was taken to the emergency room.She was unconscious f

12、or three days and had severe symptoms.I will underline this information,too.I will also underline the last sentence on page 5:.learn about rattlesnakes and the deadly strikes they can deliver.Based on what Ive read,I think the main idea of the section is:JenniferOwingsofNewMexicointroducesthereadert

13、owhathappenswhensomeoneis struck by a rattlesnake.Writethemainideaofthefirstsectionontheboard.Askstudentstoidentifythedetailsfromthe book that support this main idea(put her hand on a cliff ledge that she couldnt see;became dizzyandsick;takentoemergencyroom;unconsciousforthreedays;severesymptoms;luc

14、kytosurvive).Writethesedetailsontheboard.Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowriteasummary,orabriefoverview,ofthemostimportantinformationinthetext.Pointoutthat a summary includes the main idea and one or two supporting deta

15、ils.It often answers the questions who,what,when,where,why,and how.Modelsummarizingthemainideaanddetailsfromthefirstsectionontheboard.Think-aloud:To summarize,I decide which information is most important to the meaning of a section.To do this,I identify the main idea and important details and then o

16、rganize that information into a few sentences.When I look at the main idea and details on the board,a summary of this section might be:Jennifer Owings introduces the reader to how she was struck by a rattlesnake and what happened immediately after.The reader is asked questions about rattlesnake stri

17、kes and is invited to read the book to find out the answers.Writethesummaryontheboard.Havestudentsidentifythemainideaanddetailswithinthesummary.Discusshowyouusedyourownwordstocreatethesummary.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this sec

18、tion.Introduce the Vocabulary Asstudentspreviewthebook,pointoutanyvocabularythatyoufeelmaybedifficultforthem.Pointoutthatallofthewordsthatappearinboldprintcanbefoundintheglossaryatthebackof the book.Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they k

19、now about letter and sound correspondence to figure out a word.They canlookforbasewords,prefixes,andsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Snakebite!Lesson Plan(continued)LeveLS S3 Learning AZ,Inc.All rights reserved.www.readinga- Modelhowtoapplyword-attackstrategies.Writ

20、ethewordantivenin on the board and direct studentstothetextonpage13tofindtheword.Modelhowtheycanusepriorknowledgeandcontextcluestofigureoutthewordsmeaning.Askstudentstonoticethatthedefinitionofthewordfollowsinthetext.Alsopointouttheprefixantiandremindstudentsthatthisprefixusuallymeans“theoppositeof.

21、”Knowingthemeaningoftheprefixcanhelpthereaderfigureout the meaning of the word.Set the Purpose Havestudentsthinkaboutwhattheyknoworhaveheardaboutrattlesnakesastheyreadthebook.Remind them to look for the main idea and details of each section.During ReadingStudent Reading Guide the reading:Havestudent

22、sreadfrompage6totheendofpage9.Encouragethosewhofinishbeforeotherstorereadthetext.Whenstudentsareready,discusstheimportantinformation they identified.Modelidentifyingthemainideaanddetails.Think-aloud:As I read the section titled“Rattlesnake Basics,”I can see that each page seems to have a main idea a

23、nd details.Most of the sentences on page 6 mention where rattlesnakes are found.I read that they are found all over the United States,Mexico,and Central and South America but are most common in the southwestern U.S.and northern Mexico.I will underline this information in the book.I also read on page

24、 7 that rattlesnakes are amazing animals and very efficient hunters.They use their specialized senses of smell and heat to find prey.On page 8,we learn that rattlesnakes are not trying to hurt people,but they know how to defend themselves.On page 9,we learn that,like all reptiles,snakes are cold-blo

25、oded.Thats why they are found in sunny spots when the weather is cool and in shade or under rocks when the weather is hot.I will underline all of this information,too.Based on what Ive read and underlined,I think the main idea of the section is:Rattlesnakesareamazingcold-bloodedpredatorsfoundallover

26、theUnitedStatesandMexico.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainideafromthe“RattlesnakeBasics”section.Recordthesedetailsontheboard.Reviewhowtocreateasummaryfromthemainideaanddetails.Referbacktothesummarycreatedduringthe“IntroducetheReadingStrategy”section.Discussan

27、dcreatethesummaryas a class and write it on the board;Rattlesnakes are unique creatures that range all over the United States but are most common in the Southwest.Rattlers have specialized senses of smell and heat to hunt their prey.They dont go out of their way to hurt people,but they will strike i

28、f they sense danger.Rattlers are cold-blooded,so they will be out in the sun in cold weather and in shade in hot weather.Check for understanding:Havestudentsreadpages10and11.Invitethemtosharetheimportantdetailstheyunderlinedinthissection,titled“FangsandVenom.”Writethesedetailsontheboard.Dividestuden

29、tsintogroupsandhavethemworkwiththeirgrouptoidentifythemainideafromthedetailsinthesection.Discusstheirresponsesasaclassandwriteamainideaontheboard.Askeachgrouptousethemainideaanddetailsofthesectiontowriteabriefsummary onaseparatepieceofpaper.Havethemsharewhattheywrote.Havestudentsreadtheremainderofth

30、ebook.Remindthemtounderlineimportantdetailsin the book as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.Snakebite!Lesson Plan(continued)LeveLS S

31、4 Learning AZ,Inc.All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Reviewwithstudentshowthemainideaanddetailsfromeachsectioncanbeused

32、todevelop asummary.Discusswiththemthebenefitsofsummarizinginformationtheyread(tounderstandthe main point of a larger piece of writing).Invite students to share instances of when summarizingmightbehelpful.Independent practice:Introduce,explain,andhavestudentscompletethesummarizeworksheet.Havethemwrit

33、eamainideaandsupportingdetailsforthesectiontitled“SymptomsandTreatment.”Remind them to also include information in the captions.If time allows,discuss their responses.Reflect on the Comprehension Skill Discussion:Discusshowstoppingtoreviewtheimportantdetailshelpedstudentsrememberthefacts and better

34、understand the information in the book.Enduring understanding:In this book,you learned that rattlesnakes can be dangerous or even deadly to humans,but they are only behaving in a natural way to defend themselves.The book also offered many tips on preventing and/or treating a snakebite.If you hike in

35、 an area where rattlesnakes live,what are some things you would want to be mindful of?Build SkillsGrammar and Mechanics:Bullets Havestudentstoturntopage16,andaskthemhowthetextisdifferentonthispagethanintherest of the book(it is written as a list).Explaintostudentsthatthesmalldotinfrontofeachitemonth

36、elistiscalledabullet and that thetextispresentedasabulleted list.Bulletsallowawritertosimplifyinformationandpresentit in a format that is easy for a reader to grasp.Explaintostudentsthatbulletedlistsneedtofollowapatternsothereaderseyecaneasily recall the items in the list.Items in the list should st

37、art with the same part of speech(such as a noun or verb),use the same verb tense(past,present,or future),and use the same sentence type(statement or question).Check for understanding:Havestudentsscanthebulletedlistonpage16.Askthemtoidentifythepattern(almosteveryitemstartswithapresent-tenseverb).Repe

38、attheprocesswiththelistonpages18and19.Arethereanybulleteditemsthatdontfitthepattern?Independent practice:Introduce,explain,andhavestudentscompletethebullets worksheet.Discusstheiranswersaloudafterstudentsfinish.Word Work:Multiple-meaning words Havestudentsturntopage4,andreadthefollowingsentence:Clim

39、bing up a cliff face,she reached above her and grabbed hold of a ledge.Writethewordface on the board.Askstudentstoexplainthemeaningofface in this sentence.Then write the following sentence ontheboard:She looked at her face in the mirror.Askstudentstoexplainthemeaningoftheword face as it is used in t

40、his sentence.Discusswithstudentsthedifferencebetweenthetwomeaningsofthewordface.Explaintostudentsthatwordswiththesamesoundandspellingbutdifferentmeaningsarecalled multiple-meaning words.Dictionarieswilloftenhavemorethanonedefinitionforawordbecausewordsthatarespelledexactlythesamecanhaveverydifferent

41、meanings,basedonthecontextsofthesentencesinwhichtheyappear.Snakebite!Lesson Plan(continued)LeveLS S5 Learning AZ,Inc.All rights reserved.www.readinga- Check for understanding:Haveavolunteerlookupthewordface in the dictionary.Read aloud thedifferentdefinitions.Askstudentstomatchthecorrectdefinitionwi

42、ththetwoexamplesentences discussed earlier.Independent practice:Introduce,explain,andhavestudentscompletethemultiple-meaning-wordsworksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading

43、 parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsasktheirreadingpartneriftheyknowtheanswerstoanyofthequestionsonpage5beforereadingandthenpointouttheanswersastheyread.Extend the ReadingInformational Writing Con

44、nectionHavestudentsresearchoneofthethirty-onespeciesofrattlesnakes.Havethemdelvefurther into information about the specific snake such as,where it lives,its body and venom,its lifecycle,andif/howitisthreatened.Havestudentswriteashortreportontheinformationtheyfound,including two main ideas and at lea

45、st one detail for each.Allow time for students to share their findings.visit WritingAZforalessonandleveledmaterialsonexpositorywriting.Math ConnectionHavestudentsturntopage13andreadthe“MathMinute”sidebar.Havestudentpairsworktogether to solve the problem by drawing pictures and showing their calculat

46、ions on a separate piece of paper.Then ask student pairs to write their own math story problems using information fromthetext.(Forexample,ifJenniferOwingswasnineyearsoldin1951,howoldisshetoday?)Iftimeallows,havestudentsexchangetheirproblemswithotherpairstosolve.Skill ReviewDiscussioncardscoveringcom

47、prehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayoras a journal entry.Distributebeforer

48、eadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.Snakebite!Lesson Plan(continued)LeveLS S6 Learning AZ,Inc.All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:consistentlyusethereadingstrategyofs

49、ummarizingtounderstandinformationinnonfictiontextduringdiscussion correctlyidentifymainideaanddetailsduringdiscussionandonaworksheet correctlyrecognizeandunderstandtheuseofabulletedlistduringdiscussionandonaworksheet accuratelyidentifyanddefinemultiple-meaningwordsintextandonaworksheetComprehension Checks BookQuiz Retelling Rubric