原版英语RAZ 教案(T) Vikings_LP.pdf

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1、VikingsLesson PlanLeveLT T Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,359Book SummaryVikings is an informational text that describes a group of Nordic men.Hailing from what are now Norway,Sweden,and Denmark,these explorers

2、 sailed far from their homeland to discover new parts of the world.They were trained at an early age to be warriors and skilled navigators.Eric the Reds and Leif Ericsons explorations to Iceland and Greenland are highlighted.Book and lesson also available at Levels W and Z.About the LessonTargeted R

3、eading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandinformationaltext Identifythemainideaanddetails Recognizepropernouns IdentifyanddifferentiatesynonymsandantonymsMaterialsGreen text indicates resources available on the website BookVikings(copy for each student)Chalkboa

4、rdordry-eraseboard Dictionaries Thesauruses KWLS/askandanswerquestions,mainideaanddetails,propernouns,synonymsandantonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with p

5、aper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:archeologists(n.),banished(v.),berserkers(n.),conquered(v.),democracy(n.),sagas(n.)Enrichment:conquests(n.),converted(v.),exploration(n.),idea

6、l(adj.),mail(adj.),monastery(n.)Before ReadingBuild Background WritethewordVikingsontheboard.Askstudentstosharewhattheyknowaboutthem.Explainthat the Vikingswereexplorersfromlongago.AskstudentsiftheyhaveeverheardofErictheRed or Leif Ericson.Show students pictures of Viking armor and their ships.1Viki

7、ngsLesson Plan(continued)LeveLT T Learning AZ All rights reserved.www.readinga- CreateaKWLSchartontheboardandhandouttheKWLS/ask-and-answer-questionsworksheet.Review or explain that the K stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learn

8、ed,and the S stands forwhatwestillwanttoknowaboutthetopic.Asvarioustopicsarediscussed,fillinthefirst section(K)on the board with information students know about the topic.Have students complete the same section of their KWLS worksheet.AskstudentswhattheywouldliketoknowabouttheVikings.Havethemfillint

9、hesecondsection(W)oftheirworksheet.Writetheirquestionsontheclasschart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what kind of book it is and wh

10、at it might be about.Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname,illustrators name).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofwhattheboo

11、kisabout.Askstudentswhattheyexpecttoreadaboutinthebookbasedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Discusshowhavingpriorknowledgeaboutthetopic,andaskingandansweringquestionswhilereading,can help readers unders

12、tand and remember the information in a book.Directstudentstothetableofcontents.Useitasawaytomodelaskingquestions.Think-aloud:I can use the table of contents to think of questions Id like to have answered about the Vikings.For example,the second section is titled“Viking Warriors.”I know that the Viki

13、ngs were explorers,but this section title makes me think that they also fought battles.Ill have to read the book to find out.Ill write that question in the W section of the KWLS chart.Havestudentspreviewtheothersectiontitlesinthetableofcontents.Writeanyquestions they have based on the covers and tab

14、le of contents in the W section of the KWLS chart on the board.Havestudentspreviewtherestofthebook,lookingatmaps,illustrations,andcaptions.Pointout the“Do You Know?”boxes containing more information.Show students the glossary.Have themaddanyadditionalquestionstheymighthaveaboutthebooktotheirKWLSchar

15、t.Writesharedquestionsontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explainthateverybookhasamainideathatisthemostimportantideaofthebook.Revieworexplain that the

16、main idea is often the title of the book.Have students take another look at the bookcovers.Askthemtopredictthemainideaofthebook.Explainthateachpagegivessupportingdetailsthattellthereadermoreaboutthebooksmaintopic(Vikings).Modelusingthetableofcontentstoinfersupportingdetailsinthetext.Think-aloud:When

17、 I look at the table of contents on page 3,I see that the word Discovering is included.I already know that the Vikings explored the seas,so their discoveries are probably a supporting detail in the book.As I read,I know that I will find out even more details about the Vikings.As I read,I will pause

18、after a few pages to review in my mind the important details.This strategy will help me make sure I understand what Im reading.I know that good readers do this when they read,so I am going to look for supporting details as I read this book.2VikingsLesson Plan(continued)LeveLT T Learning AZ All right

19、s reserved.www.readinga- HavestudentsturntothetableofcontentsandlistsomeofthesupportingdetailsabouttheVikings(newland,ErictheRed,conquests,andsoon).Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:archaeologists,conquered,and democracy.Givegroupsofstudentsthreepieces

20、ofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Revieworexplainthattheglossaryandadictionarycontainlistsofvocabularywordsandtheirdefinitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Explainthattheywillfindthe wo

21、rd conquer,andthatsuffixes(inthiscase,-ed)are dropped for entry words.Invite a volunteer to read the definition for conquered in the dictionary.Then have students look up conquered in the glossary.Havestudentscomparethedefinitionwiththeirpriorknowledgeoftheword.Thenhavestudents follow along on page

22、6 as you read the section title in which the word conquered is found.Read page 6 to confirm the meaning of the word conquered.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsthinkaboutwhattheyalreadyknowabouttheVikingsastheyreadthebooktofindanswerstotheirquestions

23、,andwritewhattheylearnedintheL section of their KWLS worksheet.During ReadingStudent Reading Guidethereading:Havestudentsreadtotheendofpage9.RemindthemtolookforinformationabouttheVikingsthatwillanswerquestionsontheirKWLSchart.Havestudentsgoback and reread the sections if they finish before everyone

24、else.Whentheyhavefinishedreading,havestudentsdiscusstheinformationineachsectionandshare what they learned about the Vikings accomplishments and influence.Have students circle anyquestionsontheirKWLSchartthatwereansweredandaddanynewquestionsthatweregenerated.ModelansweringaquestionontheKWLSchartandfi

25、llinginadditionalinformation.Think-aloud:I wanted to know if the Vikings fought any battles.I found out that the Vikings were brave warriors who learned to fight at an early age.I learned that only the oldest son could inherit a familys land,so many young men went to sea to find their fortunes.Their

26、 ships were large and could carry many warriors,and the Vikings were known for quick attacks from the sea.Ill write what I learned in the L section of my KWLS chart.This information made me want to know if there were any famous Viking warriors.I will write this question in the W section of my KWLS c

27、hart.Modelidentifyingthemainideaanddetailsforaspecificsection.Think-aloud:As I started reading the section titled“Viking Warriors,”most of the sentences mentioned something about what Vikings wore when they fought.I read that Viking helmets most likely did not have horns,even though that is how they

28、 are often pictured.I will underline this information.I also read that they wore leather caps and used shields.Spears and axes were common weapons,but warriors also used swords,knives,and bows.I also read about Berserkers,special Viking warriors who fought without wearing armor.I will underline this

29、 information,too.Based on what Ive read,I think the main idea of the section is:How Vikings protect themselves.3VikingsLesson Plan(continued)LeveLT T Learning AZ All rights reserved.www.readinga- Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(leather caps,shields,swor

30、ds,and so on).Write these details on the board.Check for understanding:Have students read pages 10 and 11.Have them write answers they found while reading in the LsectionoftheirKWLSworksheetandadditionalquestionstheyraised in the Wsection.Invitethemtosharetheinformationtheylearnedandthequestionsthey

31、 generated as they read the book.Write shared responses on the class KWLS chart.Have students reread the section titled“Discovering a New Land,”underlining the important information.Invite them to work with a partner to identify the main idea of the section.Have them write the main idea in the margi

32、n of their book or on a separate piece of paper.Checkindividualresponsesforunderstanding.Have students read the remainder of the book.Remind them to look for and write answers totheirKWLSworksheetquestions.Encouragethemtoaddnewquestionstheymighthavetotheir worksheet as they read and to circle the im

33、portant events.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowth

34、ey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I wanted to know if there were any famous Viking warriors.I found out that Gardard Svarvarsson sailed to discover and settle what is now Iceland.I also learned about Eric the Red,a reckles

35、s man who was ordered to leave Iceland.He sailed west and discovered and named the island of Greenland.The most famous Viking was Leif Ericson,a son of Eric the Red.He discovered Vinland,which could possibly be todays Newfoundland.His many adventures and discoveries were well known.Askstudentstoshar

36、equestionstheyaddedtotheirKWLSworksheetwhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirq

37、uestionsandhelpsthemunderstandandrememberwhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstorm other sources they might use to locate additional information to answer their questions.Invitestudentstofillinthefinalsection(S)with information they would s

38、till like to know about the Vikings.Reflect on the Comprehension Skill Discussion:Talk about how stopping to review the important details helped students remember thefactsandbetterunderstandtheinformation.Askthemtousetheimportantdetailstheyidentified to confirm or refine the main idea of the book.Ha

39、vestudentsrereadpages12and13,lookingforsupportingdetailsaboutthemainidea.Write the details about Eric the Red on the board(often in trouble,set sail for an unknown place,andsoon).Askstudentshowthisinformationsupportsthemainidea(thefactsareallimportant to understanding Eric the Red).Independent pract

40、ice:Introduce,explain,and have students complete the main-idea-and-detailsworksheet.When everyone has finished working independently,review their answers aloud.4VikingsLesson Plan(continued)LeveLT T Learning AZ All rights reserved.www.readinga-5 Enduring understanding:In this book,you learned that a

41、ncient Vikings could only inherit land if theywereafirstbornmale.Forthisreason,youngerbrothersoftentooktotheseasinsearchoftheir own fortunes.Keeping this information in mind,why do you think it was important that all Viking males were trained as sailors and warriors at a very early age?Build SkillsG

42、rammar and Mechanics:Proper nouns Revieworexplainthatanounisaperson,place,orthing.Askstudentstoturntopage5andgive examples of nouns from the text(years,lands,weather,and so on).Revieworexplainthataproper noun isthenameofaspecificperson,place,orthing.Apropernoun always begins with a capital letter.Wr

43、ite examples of proper nouns from page 5 on the board(Viking,Norway,Sweden,Denmark,and so on).Remindstudentsnottoconfuseapropernounwiththecapitalletterusedatthebeginningofasentenceorwiththetitleofasection.Pointoutinstancesinthebookwherecapitalsareusedbut a proper noun is not present.Check for unders

44、tanding:Writethefollowingnounsinacolumnontheboard:explorer,country,ocean,island.Askvolunteerstogiveexamplesofpropernounsforeachcategory,andwritethem on the board(explorer:Leif Ericson,Gardard Svarvarsson,Eric the Red,and so on).Independent practice:Introduce,explain,and have students complete the pr

45、oper nouns worksheet.When students have finished,discuss their answers aloud.Word Work:Synonyms and antonyms Writethewordwanted on the board.Have students locate and read the word in the first paragraphonpage12.Askstudentstosuggestotherwordsthatmeanalmostthesamething(desired,longed,wished).Review or

46、 explain that a word that means the same or almost the same thing as another word is called a synonym.One reason writers replace words with synonyms is to make a piece of writing more interesting.Askstudentstothinkofawordthatmeanstheoppositeofwanted(rejected).Review or explain that a word that means

47、 the opposite of another word is called an antonym.Revieworexplainthatathesaurusisabookthatcontainssynonymsandantonymsofwords.Look up wantedandmodelhowtouseathesaurus.Pointoutthatdictionariesandthesaurusestypically list root words,so the word want may be listed instead of wanted.Have students work i

48、n pairs to find the word wanted.Discuss the synonyms and antonyms listed.Explainthatwritersmayalsousesynonymstoexplainnewvocabularyintext.Havestudentsrereadpage6.Pointtothewordexploration.Askstudentstoidentifycontextclueswithintheparagraph that could help them understand the word exploration(places

49、all around,discover new lands,went east,sailed far west).Havestudentsworkinpairstofindthewordexploration in the thesaurus.Have them identify the root word(explore).Discuss the synonyms and antonyms listed in the thesaurus.Check for understanding:Havestudentsturntopage18andrereadthefirstparagraph.Poi

50、ntoutthe word hungry.Askstudentstosuggestotherwordsthatmeanalmostthesamething(eager,craving)and the opposite(unconcerned,disinterested).Have them use the thesaurus to confirm their synonyms and antonyms for the word.Independent practice:Introduce,explain,and have students complete the synonyms-and-a