原版英语RAZ 教案K36-Grounded to Earth.pdf

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1、Grounded to EarthLesson PlanLeveLK K1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Science Fiction Page Count:16 Word Count:393Book SummaryWhat happens when alien children dont mind their parents?Zorb wants to take over earth using blasters.His mother suggests he leav

2、e earth alone.When Zorb seems determined to take over the planet,his father decides to teach him a lesson about humans.In Grounded to Earth,students have the opportunity to retell and analyze a character while reading an interesting science fiction tale.Detailed,supportive illustrations and high-fre

3、quency words support emergent readers.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandtext Analyzecharacter Identifyvoweldigraphay Recognizeandusequotationmarks IdentifyandusecompoundwordsMaterialsGreentext indicates resources available on the w

4、ebsite.BookGrounded to Earth(copy for each student)Chalkboardordryeraseboard Dictionary Largeindexcards Stickynotes Analyzecharacter,vowel digraph ay,quotations marks worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting the book o

5、n an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:alien(n.),blasters(n.),lesson(n.),suit(n.),take over(v.),teleported(v.)Before ReadingBuild Back

6、ground Writethewordgrounded on the board and point to the word as you read it aloud to students.Askstudentswhattheythinkthewordgrounded means.Support and discuss their understanding oftheword.(Aspaceshiporairplanecanbegroundedorunabletofly.Achildcanbegroundedorpunishedbytakingcertainprivilegesaway).

7、Askstudentswhichmeaningmightbeusedinthisstory.Havethemexplaintheirreasoning.Grounded to EarthLesson Plan(continued)LeveLK K2 Learning AZ All rights reserved.www.readinga- Havestudentsexplainwhathappenswhentheyaregroundedorpunished.Askthemtogivesome reasons why someone might be grounded or punished.P

8、review the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthe

9、titlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Retell Revieworexplaintostudentsthatonewaytounderstandwhattheyarereadingistostopnowand then during reading to retell what is happening in the story.Explaintostudentsthatwhensomeoneretel

10、lssomething,theyexplainthedetailsthathappenedin the order in which they happened.Point out that people retell stories as part of their daily lives,suchasexplainingtheeventsoftheirdayortheeventsonatelevisionshow.Invite students to retell the events of yesterday afternoon as they went home from school

11、.Guide them by prompting:What did you do first?What did you do next?What was the last thing you did?Think-aloud:As I read,I am going to stop once in a while to remind myself what has happened so far in the story.This will help me to remember what Im reading and will make me think about what might ha

12、ppen next.When I finish the story,I should be able to tell someone what happened first,next,and last in the story.Askstudentstodiscusshowretellingtheeventsoftheirafternoonhelpedthemrememberwhathappened.Havestudentsplacestickynotesonpages5,7,9,and11.Explainthatastheyread,they will stop on these pages

13、 to think about what has happened in the story.encourage them to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Analyze character Explaintos

14、tudentsthatallstorieshavecharacters,or the people or animals that the story is about.Remindstudentstheycanlearnaboutcharactersbywhattheysay,do,andthink,aswellas by what others say about them.Revieworexplainthatreaderstrytofindoutwhatacharacterfeelsandthinks,whathisorherpersonality is,and how that ch

15、aracter changes over the course of the story.Readpages3and4ofthestory.ModelhowtoanalyzeZorbscharacter,onthebasisofhisactions.Think-aloud:After I read page 4,I learned that Zorb wants to take over Earth.In the picture,I can see that the boy is screaming and jumping up and down.When people do this the

16、y are usually upset.His mom tells him to take a deep breath.I know that when a parent says to take a deep breath and count to ten,they want a child to calm down.On the basis of Zorbs and his moms actions,I think he is feeling angry.I will keep looking for clues about how Zorb is feeling and how he c

17、hanges by watching what he says and does as I read the story.Introduce the Vocabulary Writethewordsfromthebooksglossary(story-criticalvocabulary)onlargeindexcards.Placestudentsinsmallgroupsandgiveeachgroupanindexcardwithawordonit.Havethemdiscuss what they know about the meaning of their word.Have th

18、em write a definition and draw a picture on their card.Pass the cards around the groups so all groups have the chance to contribute to each word.Revieweachwordandtheinformationthatstudentswroteonthecards.Createadefinition on the basis of the students knowledge and write it on the board.Grounded to E

19、arthLesson Plan(continued)LeveLK K3 Learning AZ All rights reserved.www.readinga- Pointouttheglossaryatthebackofthebook.Explainthataglossaryandadictionarycontainlists of words and their definitions.Modelhowstudentscanuseaglossarytofindawordsmeaning.Havethemlocatethewordlessonintheglossaryandpointtot

20、heword.Readthedefinitionforlessonaloud.Comparetheglossarydefinitionwiththedefinitionontheboard.Repeatwiththeremainingglossarywords.Remindstudentsoftheword-attackstrategiestheycanusetodecodeunfamiliarwords,suchaschecking the picture and the beginning or ending sound of the word,breaking the word into

21、 smallerparts(chunkingit),orreadingtherestofthesentenceandusingcontexttodecodethedifficult word.Set the Purpose HavestudentsreadtofindoutwhatZorbdoesinthestory.Remindthemtothinkaboutwhatthey are learning about him as they read.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofth

22、ebook.Askthemtoplacetheirfingeronthepage number in the bottom corner of the page.Have them read to the end of page 5 using their finger to point to each word as they read.encourage students who finish before others to reread thetext.Modelretelling.Think-aloud:First,Zorb screamed and jumped up and do

23、wn because he wanted to take over Earth.Next,his mom told him to calm down and to leave Earth alone.Then,his father explained that being more powerful than people on Earth did not mean they could take them over.Next,Zorb grabbed the controls of the spaceship and yelled“Earth is mine!”Invitestudentst

24、oretellpages35toapartnerusingtheirownwordsandthepicturesinthebook as a guide.AskstudentswhattheyknowaboutZorbafterreadingthesepages(heisangryanddoesnotlistentohisparents).ExplainthatweknowthesethingsaboutZorbthroughhisthoughtsandactions,as well as what others say to him.Check for understanding:Haves

25、tudentsreadtotheendofpage7.Askvolunteerstoretelltheevents from these pages.Then,ask students to use the pictures in their book to retell the events from the beginning of the story to a partner,using their own words.encourage them to use the words first,next,and then in their retellings.Havestudentsr

26、eadtheremainderofthebook.Remindthemtocontinuestoppingonpageswithsticky notes to retell in their mind what they have read.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.encourage them to use the strategies they have learned to read ea

27、ch word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy HavevolunteersretelltheeventsthathappenedafterthekidstaughtZorbtoplaykickball.(Noo

28、ne made fun of him;he kicked the ball over the fence;he saw his mom and dad;he no longer wanted to take over earth,but he wanted to play kickball.)Think-aloud:As I retold the story in my mind,it helped me to think about what happened in the story and how I could use my own words to retell the events

29、 in order.Grounded to EarthLesson Plan(continued)LeveLK K4 Learning AZ All rights reserved.www.readinga- Askstudentstoexplainhowretellingtheeventsofastoryintheirmindastheyreadhelpedthem understand and remember the story.Reflect on the Comprehension Skill Discussion:Involve students in a discussion a

30、bout the characters in the story.Point out an event in thestoryandaskstudentswhatthateventtellsaboutthecharacter.Forexample:Zorb was mad because the kids made fun of him,but he took a deep breath and counted to ten.This example shows that Zorb took some of his mothers advice from earlier in the stor

31、y.He is beginning to learn a lesson.Provideotherexamplesasnecessary.Alsodiscusswithstudentshowthemaincharacter in a story often changes from the beginning to the end as he or she learns from mistakes or solves a problem.Independent practice:Introduce,explain,andhavestudentscompletetheanalyze charact

32、er worksheet.If time allows,discuss their answers.Enduring understanding:In this book,you learned about a boy from outer space who thought hecouldtakeoverEarth.Hisparentswantedtoteachhimalesson.Nowthatyouknowthisinformation,do you think its a good idea to listen to your parents or caregiver when the

33、y try to tell you something?Why or why not?Build SkillsPhonics:Vowel digraph ay Reviewwithstudentsthelong/a/vowelsound.Writethewordplay on the board and say it aloud with students.Havestudentssaythelong/a/soundaloud.Thenrunyourfingerunderthelettersinthewordplay asstudentssaythewholewordaloud.Askstud

34、entstoidentifywhichtwolettersrepresentthe long/a/sound in the word play(ay).Pointoutthattherearedifferentmethodsofcreatingthelong/a/soundinwordsandthattheletter combination ay isoneofthosemethods.Explainthatay is a digraph because it has two letters.Remindstudentsthatifawordhasmorethanonesyllable,th

35、evoweldigraph-ay may be in just one syllable of that word.Write the word player on the board and underline the first syllable.Askstudentshowtheywouldreadthatsyllable.Thenreadthewordplayer aloud with students.Havestudentspracticewritingtheaylettercombinationontheirdeskwhilesayingthelong/a/sound.Check

36、 for understanding:Have students work with a partner to name at least three words that contain the vowel digraph-ay.Have pairs share the words with the group.Independent practice:Introduce,explain,andhavestudentscompletethevowel digraph ay worksheet.If time allows,discuss their answers.Grammar and M

37、echanics:Quotation marks Writethefollowingsentenceontheboard:“We have blasters!”Zorb said.Readthesentencealoudwithstudents.Askstudentstoidentifywhoisspeakinginthissentence(Zorb).Askthemhow they know(Zorb said).Askstudentstolookatthesentenceandseeifthereareanyothercluestoshowthataperson isspeaking.Ci

38、rclethequotationmarks.Explainthatthemarksatthebeginningandendofspokensentencearecalledquotation marks.They work as a signal to indicate the words are being spoken by someone in the story.Havestudentsreadpage10asyoureaditaloud.Havestudentspointtoeachquotationmark onthepage.Askstudentstosharewithapart

39、nerwhoisspeakinginthesentence.Havestudentslocate the sentence that does not have quotation marks.Point out that a character does not speak in this sentence.Grounded to EarthLesson Plan(continued)LeveLK K5 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students locate and

40、highlight the words spoken by a character on each page in the book.Then,have them circle the dialogue words and underline the speaker for each sentence.Independent practice:Introduce,explain,andhavestudentscompletethequotation marks worksheet.If time allows,discuss their responses.Word Work:Compound

41、 words Writethewordspaceshipontheboard.Askstudentswhichtwowordswerejoinedtogetherto make the word spaceship(space and ship).Explainthatspaceship is a compound word.Acompoundwordcontainstwowordsthattogethercreateonewordmeaning.Explainthatthe definitions of two words can help students figure out the m

42、eaning of the compound word(spaceship is a ship that travels in space).Writethefollowingsentenceontheboard:The kids played kickball.Have students read the sentence and identify the compound word(kickball).Askthemwhichtwowordswerejoinedtogether to make the word kickball(kick and ball).Askavolunteerto

43、sharehowthedefinitionsof the two separate words can be used to figure out the meaning of the compound word.Check for understanding:Havestudentsbrainstormothercompoundwords.Recordthemontheboard.Have student pairs choose a compound word from the list.Then,have them share how thedefinitionsofthetwosepa

44、ratewordscanbeusedtoexplainthemeaningofthecompoundwordtothegroup.Askeachstudenttowriteacompoundwordonapieceofpaperandillustrate it.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givest

45、udentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethem analyze the characters with someone at home.Extend the ReadingScience Fiction Writing and Art ConnectionHavestudentsfoldapieceofpaperinhalf.AskthemtodrawapictureofZorbatthebeginningof the story on one side and a pictur

46、e of him at the end of the story on the other side.Have them write a sentence under each picture describing Zorb and how he has changed.Science ConnectionBringinandreadresourcesaboutspacetravel.Discusstheitemsneededforspacetravelandthereasonstheyareneeded.Makealistofitemsneededtotravelinspace.Discus

47、showaspaceshipmight be different from other kinds of ships.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Have

48、studentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Grounded to EarthLesson Plan(continued)LeveLK K6 Learning AZ All rights reserved.www.readinga- Cutapartandusethecardsasgameca

49、rdswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyretellportionsofthestorytounderstandtextduringdiscussion accuratelyanalyzethemaincharacterduringdiscussionandonaworksheet correctlyidentifyandwritethevoweldigraph-ay le

50、tter combination that represents the long/a/sound during discussion and on a worksheet correctlyunderstandandusequotationmarksduringdiscussionandonaworksheet correctlyidentify,use,anddeterminethedefinitionofcompoundwordsduringdiscussion and on a separate piece of paperComprehension Checks BookQuiz R