原版英语RAZ 教案L35-Joey's Stop Sign.pdf

《原版英语RAZ 教案L35-Joey's Stop Sign.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案L35-Joey's Stop Sign.pdf（7页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、Joeys Stop SignLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:486Book SummaryTheres too much traffic on the street!How will Joey solve this problem?Joeys Stop Sign is a realistic fiction book in which the four char

2、acters decide to request that the city install new stop signs to slow traffic.The children distribute a petition,gather data on how many cars pass before and after school,take pictures of people trying to cross,and even tell the story of a local dog that got hit by a car.Illustrations support the te

3、xt.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandrememberstoryevents Identifyproblemandsolution Identifyvoweldiphthongou Understandtheuseofquotationmarkstoidentifydialogue Recognizethesuffix-ed and understand the formation of past-tense ver

4、bsMaterialsGreen text indicates resources available on the website BookJoeys Stop Sign(copy for each student)Extracopyofthebook Chalkboardordryeraseboard Stickynotes Dictionaries Problem and solution,vowel diphthong/ou/,quotation marks,suffixes worksheets Discussioncard Indicates an opportunity for

5、students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:agenda(n.),city c

6、ouncil(n.),discuss(v.),majority(n.),petition(n.),signature(n.)Enrichment:accomplished(v.),microphone(n.),research(n.)Before ReadingBuild Background Writethephrasestop sign on the board.Have students share what they know about the use of stop signs and the need for them.encourage students to explain

7、what they know about how cars and bicycles must behave when approaching a stop sign and where students might find stop signs in their neighborhood.Ask students what they think traffic would be like without stop signs.Joeys Stop SignLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.

8、readinga-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 of book it is(genre,text type,fiction or nonfiction,and so on)and what it might b

9、e about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopoccasionally during their reading to retell in their mind what is happening in

10、the story.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwhat happened in order.Point out that people retell stories as part of their daily lives,such as explaining what happened in school or on a television show.Ask students to share other examples of when people might

11、give a retelling.Modelretellingafamiliarstoryindetail,suchasThe Three Little Pigs.Think-aloud:In The Three Little Pigs,three pigs each decide to build a house.The first pig decides to make his house out of straw.He gathers all of the materials and builds his house.The second pig decides to build his

12、 house out of sticks.He gathers all of the materials and builds his house.The third pig gathers the materials to build his house out of bricks.One day a big bad wolf comes to the house of the first little pig.He wants the little pig to let him inside and says,“Ill huff and Ill puff,and Ill blow your

13、 house down.”Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages6,9,12,and15oftheirbook.Explainthatastheyread,they should stop after reading these pages to think about what has happened so far in the story.en

14、courage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explainthatwritershavereasonsforwhattheywrite.Writet

15、hefollowingwordsontheboard:problem and solution.Review or explain that a problem is something that is difficult to deal with or hard to understand and must be worked out or solved(such as a street not being safe).A solution is an act or a process of solving the problem(such as finding a way to make

16、the street safer).Tellstudentsthat,innonfictionwriting,anauthoroftendisclosesaproblemandthatasolutionto the problem is explained by the end of the book.explain that in fictional stories,the author typically poses a problem to one or more characters and that the rest of the story evolves around solvi

17、ng the problem.Ask students whether they think this book is fiction or nonfiction.Readpages3and4aloud.WritetheheadingsProblem,Possible Solutions,and Consequences ontheboard.Discussthecharactersproblems(page3thesoccerballrolledoutintothebusystreet;page4acarwhizzesbyandpopstheball).Writetheseontheboar

18、dundertheProblem heading.Discusswhatpossiblesolutionstheymighthaveforeachproblem,andlistthemontheboard under the Possible Solutions heading.Have students also consider a positive and a negative consequenceforeachoftheirsolutions,andrecordthemontheboardundertheConsequences heading.Circlethepossibleso

19、lutionthattheclassthinksisbest.Tellstudentstolookforwhichsolution the characters choose as they read.Explaintostudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Modelfinding problems and solutions.Joeys Stop SignLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga-

20、Think-aloud:I know that I will learn about more problems that the kids might face as I continue reading the book.I know that it is necessary to continue reading to find out about the solution as well.I learned that good readers do this,so Im going to look for problems and solutions in this book as I

21、 read.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:majority,petition,and signature.Pointoutthatthesethreewordsareusedinthestoryandthattheygiveinsightintodifferentobstacles that the characters face as they work through the problems and solutions in the story.Divid

22、estudentsintosmallgroups.Giveeachgroupthreepiecesofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusing students prior knowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and their definition

23、s.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordmajority in the dictionary.Invite a volunteer to read the definition for majority.Have students compare the dictionary definition with the glossary definition.Have them compare these with their own definition of the word.Hav

24、estudentsfollowalongonpage7asyoureadthesentenceinwhichthewordpetition is found to confirm the meaning of the word.Repeat the exercise with the words signature and majority on page 8.Set the Purpose Havestudentsreadtofindoutmoreaboutthecharactersproblemsandthesolutionstheychoose.Remind them to stop r

25、eading at the end of each page with a sticky note to quickly retell in their mind the details of the events so far in the story.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage7.Havethemunderlinethe important details as they read.encourage those who finish earl

26、y to go back and reread.Cutoutthepagesfromanextracopyofthebook.Placepages3through7inapocketchart or along the chalkboard ledge.Modelretellingtheeventsofthestoryusingtheillustrationsasaguide.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.First,the kids were all pl

27、aying soccer together in the front yard.Next,the ball rolled into the busy street.When Ruben started chasing the ball,a car whizzed by and popped it.Then,the kids all talked about how their street was getting hard to cross and that Lucy the dog had a broken leg because she got hit by a car.After tha

28、t,Joey and Jenny talked to their parents about how they had been doing research and how they thought stop signs at the corner would make their street safer.Finally,their parents told them that they thought it was a great idea and that they needed to write a petition.Remindstudentsthataretellinginclu

29、desdetailsandadescriptionabouttheeventsofastory,whereas listing a sequence of events tells only the most important events that someone would need to know to tell the story correctly,without adding details.Invitestudentstoshareproblemstheyhaveidentifiedsofar(page3thesoccerballrolledoutintothebusystre

30、et;page4acarwhizzedbyandpoppedtheball;page5itshardertocrossthestreet;Lucygotabrokenlegwhenacarhither).WritetheseontheboardundertheProblem heading.Joeys Stop SignLesson Plan(continued)LeveLL L4 Learning AZ All rights reserved.www.readinga- Introduceandexplaintheproblem-and-solution worksheet.Point ou

31、t that the first two problems were worked out aloud and written on the board.Ask students to write the problem from page 5ontheirworksheet(itshardertocrossthestreet).Havevolunteerssharepossiblesolutionstothis problem,discussing a positive and negative consequence of each possible solution.Record all

32、 of their ideas on the board under the Possible Solutions and Consequences headings.Have students record the information on their worksheet.Ask them to circle the possible solution they think would work best for the characters.Talkaboutthecharacterschosensolutionsofar.Pointoutthelastrowontheirworksh

33、eets,Evaluation.explain the process of evaluation(to carefully think about the options and decide if the one chosen was best).encourage students to fill in the final row,writing their feelings about whether they think it was a good decision for Joey and Jenny to petition for new stop signs,and why o

34、r why not.Check for understanding:Havestudentsreadtotheendofpage9.Postpages8and9nexttothepages from the beginning of the story.Ask students to use the illustrations as a guide to retell thedetailstoapartnerabouttheeventsonpages8and9.Listentostudentsretellingsforcorrectorderanddescriptionofthestoryev

35、ents.Discusstheretellingofthesepagesasaclass.Askstudentswhatnewproblemwaspresentedforthecharacters(page8theyneededtogather signatures from the majority of the people in the neighborhood).Have students complete the first three sections of their worksheet,Problem,Possible Solutions,and Consequences.Ha

36、vestudentsreadtheremainderofthestory.Remindthemtocontinuestoppingonpageswithsticky notes to retell in their mind the details of the story.Have them look for the solution that the characters choose as they read and then complete the evaluation row of their worksheet.Have students make a question mark

37、 in their book beside any word they do not understand or 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.Usethisopportunitytomodelhowthey can read these words using dec

38、oding strategies and context clues.Reflect on the Reading Strategy Retellindetailwithstudentstheeventsofthestoryfrompage10throughpage12,usingtheillustrations from the book.Think-aloud:First,Joeys dad asked that their stop sign request be put on the agenda for the city council meeting next week.They

39、planned to bring their petition,photos,and traffic counting to the meeting.The next week,at the city council meeting,they were called to speak in front of friends,family,and neighbors.Although he was nervous,Joey talked about the need for stop signs,and Jenny and Rebecca showed their petition.Ruben

40、showed photos of people trying to cross the street,including one of Lucy,the dog that was hit by a car.Havevolunteersretelltheeventstotheendofthebook,usingtheillustrationsfrompages13through15ofthebook.Thenhavestudentsretellthestorytoapartner,startingatthebeginning.Listenforwhetherstudentsincludethef

41、ollowing:maincharacters,setting,correctevents in order,and events in detail.Askstudentshowretellingtheeventsofthestoryintheirmindastheyreadhelpedthemunderstand and remember the story.Joeys Stop SignLesson Plan(continued)LeveLL L5 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehens

42、ion Skill Discussion:Invite students to identify and discuss any other problems that the characters encountered.evaluate possible solutions aloud,discussing a positive and negative consequence of each possible solution and recording all of students ideas on the board under the columns for Problem,Po

43、ssible Solutions,and Consequences.Have students discuss their feelings regarding whether they think it was a good solution,and why or why not.Record their discussion on the board in the Evaluation column.Independent practice:Have students complete their problem and solution worksheet,working with af

44、inalproblemthathasnotyetbeendiscussedandwrittenontheboard.Discusstheirresponsesaloud once students have finished.Enduring understanding:In this book,you read about a group of motivated kids who saw a problem andworkedhardtobeapartofthesolution.Describeatimewhenyouhadanimportantproblemtosolve.Whatste

45、psdidyoufollowtosolvetheproblem?Build SkillsPhonics:Vowel diphthong/ou/Havestudentsfindthefirstsentenceonpage4.AskthemtotellwhatJoeyshouted.(“Watchout,Ruben!”).Writethewordout on the board and point to the letters ou.Tell students that the letters o and u together stand for the vowel sound they hear

46、 at the beginning of the word out.explain that the ou letter combination is one of the letter combinations that stand for a group of sounds called diphthongs.Tell students that the other diphthong/ou/combination is ow.Writethewordsdown and don on the board and say them aloud.Ask students which word

47、contains the same vowel sound as in out.Point out that the letter combination that stands for the/ou/sound is ow.Point out that the/ou/sound comes in the middle of down,but that it comes at the beginning of the word out.Next,run your finger under the letters as you blend the three sounds in down:d/o

48、w/n.Point out that even though there are four letters,there are three sounds blended together to form the word.Then have students blend the word aloud with you as you run your finger under the letters.Tell students that the letter combinations ou and ow dont always stand for the/ou/sound.Writethe wo

49、rds council and could on the board and say them aloud.Ask students which word contains the same vowel sound as in out.Makesurestudentscandifferentiatebetweenthetwovowelsounds.Give other examples as necessary.Check for understanding:Havestudentsturntopage10.Instructthemtofindandcirclethewords that ha

50、ve the diphthong/ou/(council,our,and counting).Independent practice:Introduce and explain the diphthong/ou/worksheet.Whenstudentsarefinished,discuss their answers aloud.Grammar and Mechanics:Quotation marks Writethefollowingontheboard:“What does a majority mean?”asked Jenny.Ask students to explain w