原版英语RAZ 教案N35-Grounded to Earth.pdf

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1、Grounded to EarthLesson PlanLeveLN N1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Science Fiction Page Count:16 Word Count:644Book 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.)Enrichment:huddled(v.),s

6、alute(v.),whack(v.)Before ReadingBuild Background 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.Achildcanbeground

7、edorpunishedbytakingcertainprivilegesaway).Askstudentswhichmeaningmightbeusedinthisstory.Havethemexplaintheirreasoning.Grounded to EarthLesson Plan(continued)LeveLN N2 Learning AZ All rights reserved.www.readinga- Havestudentsexplainwhathappenswhentheyaregroundedorpunished.Askthemtogivesome reasons

8、why someone might be grounded or punished.Preview 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,an

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

10、story.Explaintostudentsthatwhensomeoneretellssomething,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 yester

11、day afternoon as they went home from school.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

12、 and will make me think about what might happen next.When I finish the story,I should be able to tell someone what happened first,next,and last in the story.Askstudentstodiscusshowretellingtheeventsoftheirafternoonhelpedthemrememberwhathappened.Havestudentsplacestickynotesonpages7,9,and11.Explaintha

13、tastheyread,theywill stop on these pages 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 Comprehe

14、nsion Skill:Analyze character Explaintostudentsthatallstorieshavecharacters,orthepeopleoranimalsthatthestoryisabout.Remindstudentstheycanlearnaboutcharactersbywhattheysay,do,andthink,aswellas by what others say about them.Revieworexplainthatreaderstrytofindoutwhatacharacterfeelsandthinks,whathisorhe

15、rpersonality is,and how that character 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 a

16、nd down.When people do this they 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 h

17、ow Zorb is feeling and how he changes 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 th

18、e meaning of their word.Have them 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 writ

19、e it on the board.Grounded to EarthLesson Plan(continued)LeveLN N3 Learning AZ All rights reserved.www.readinga- Pointouttheglossaryatthebackofthebook.Explainthataglossaryandadictionarycontainlists of words and their definitions.Modelhowstudentscanuseaglossarytofindawordsmeaning.Havethemlocatethewor

20、dlessonintheglossaryandpointtotheword.Readthedefinitionforlessonaloud.Comparetheglossarydefinitionwiththedefinitionontheboard.Repeatwiththeremainingglossarywords.Remindstudentsoftheword-attackstrategiestheycanusetodecodeunfamiliarwords,suchaschecking the picture and the beginning or ending sound of

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

22、ading:Give students their copy of the book.Have a volunteer point to the first word onpage3(Zorb).Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoread the words from left to right.Modelretelling.Think-aloud:First,Zorb screamed and jumped up and down because he wanted to take over Earth.N

23、ext,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 leaped past his parents and grabbed the controls of the spaceship.Then as he sped toward Earth,Zorb yelled,“Earth is min

24、e!”Invitestudentstoretellpages34toapartnerusingtheirownwordsandthepicturesinthebook as a guide.AskstudentswhattheyknowaboutZorbafterreadingthesepages(heisangryanddoesnotlistentohisparents).ExplainthatweknowthesethingsaboutZorbthroughhisthoughtsandactions,as well as what others say to him.Check for u

25、nderstanding:Havestudentsreadtotheendofpage7.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 retell

26、ings.Havestudentsreadtheremainderofthebook.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

27、learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy HavevolunteersretelltheeventsthathappenedafterthekidstaughtZorbt

28、oplaykickball.(No one 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 t

29、o retell the events in order.Grounded to EarthLesson Plan(continued)LeveLN N4 Learning AZ All rights reserved.www.readinga- Askstudentstoexplainhowretellingtheeventsofastoryintheirmindastheyreadhelpedthem understand and remember the story.Reflect on the Comprehension Skill Discussion:Involve student

30、s in a discussion about the characters in the story.Point out an event inthestoryandaskstudentswhatthateventtellsaboutthecharacter.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 e

31、arlier in the story.He is beginning to learn a lesson.Provideotherexamplesasnecessary.Alsodiscusswithstudentshowthe main character 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,andhavestudentscomple

32、tetheanalyze character worksheet.If time allows,discuss their answers.Enduring understanding:In this book,you learned about a boy from outer space who thought he could take over earth.His parents wanted to teach him a lesson.Now that you know this information,do you think its a good idea to listen t

33、o your parents or caregiver when they 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 as

34、studentssaythewholewordaloud.Askstudentstoidentifywhichtwolettersrepresentthe long/a/sound in the word play(ay).Pointoutthattherearedifferentmethodsofcreatingthelong/a/soundinwordsandthat the letter combination ay isoneofthosemethods.Explainthatay is a digraph because it has two letters.Remindstuden

35、tsthatifawordhasmorethanonesyllable,thevoweldigraph-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.Havestudentspracticewritingtheaylettercombinationonthe

36、irdeskwhilesayingthelong/a/sound.Check 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 allo

37、ws,discuss their answers.Grammar and Mechanics:Quotation marks Writethefollowingsentenceontheboard:“We have blasters!”Zorb said.Readthesentencealoudwithstudents.Askstudentstoidentifywhoisspeakinginthissentence(Zorb).Askthemhow they know(Zorb said).Askstudentstolookatthesentenceandseeifthereareanyoth

38、ercluestoshowthataperson isspeaking.Circlethequotationmarks.Explainthatthemarksatthebeginningandendofspokensentencearecalledquotation marks.They work as a signal to indicate the words are being spoken by someone in the story.Havestudentsreadpage10asyoureaditaloud.Havestudentspointtoeachquotationmark

39、 onthepage.Askstudentstosharewithapartnerwhoisspeakingineachsentence.Havestudents locate the sentence that does not have quotation marks.Point out that a character does not speak in this sentence.Grounded to EarthLesson Plan(continued)LeveLN N5 Learning AZ All rights reserved.www.readinga- Check for

40、 understanding:Have students locate and 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,di

41、scuss their responses.Word Work:Compound words Writethewordspaceshipontheboard.Askstudentswhichtwowordswerejoinedtogetherto make the word spaceship(space and ship).Explainthatspaceship is a compound word.Acompoundwordcontainstwowordsthattogethercreateonewordmeaning.Explainthatthe definitions of two

42、words can help students figure out the meaning 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

43、 kickball(kick and ball).Askavolunteertosharehowthedefinitionsof 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 t

44、hem share how the definitionsofthetwoseparatewordscanbeusedtoexplainthemeaningofthecompoundwordtothegroup.Askeachchildtowriteacompoundwordonapieceofpaperandillustrateit.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the boo

45、k to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them analyze the characters with someone at home.Extend the ReadingScience Fiction Writing and Art ConnectionHavestudentsfoldapieceofpaperinhalf.AskthemtodrawapictureofZorbatthebeginni

46、ngof the story on one side and a picture of him at the end of the story on the other side.Have them write a sentence under each picture describing Zorb and telling how he has changed.Science ConnectionBringinandreadresourcesaboutspacetravel.Discusstheitemsneededforspacetravelandthereasonstheyareneed

47、ed.Makealistofitemsneededtotravelinspace.Discusshowaspaceshipmight be different from other kinds of ships.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:U

48、seasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Grounded to EarthLesson Plan(continued)LeveLN N6 Learning AZ All rights reserv

49、ed.www.readinga- Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyretellportionsofthestorytounderstandtextduringdiscussion accuratelyanalyzethemaincharacterduringdiscussionandonaworksheet

50、 correctlyidentifyandwritethevoweldigraph-ay letter combination that represents the long/a/sound during discussion and on a worksheet correctlyunderstandandusequotationmarksduringdiscussionandonaworksheet correctlyidentify,use,anddeterminethedefinitionofcompoundwordsduringdiscussion and on a separat