原版英语RAZ 教案N22-Introducing the Penny.pdf

1 Learning AZ,Inc.All rights reserved.www.readinga-Introducing the PennyLesson PlanLeveLN NAbout the BookText Type:Nonfiction/Creative Page Count:16 Word Count:565Book SummaryIn this book,you will meet a penny named Penny!Penny will tell you all about where and when she and her friends were born,her interesting history,and how her looks have changed over time.The reader will also learn many interesting facts about how pennies are made.Detailed photographs enhance the text.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstobetterunderstandtext Identifycorrectsequenceofeventsinthetext Identifylong/e/voweldigraph Identifyandusequotationsthatsetoffspecialwords Identifymultiple-meaningwordsMaterialsGreen text indicates resources available on the website BookIntroducing the Penny(copy for each student)Chalkboardordryeraseboard Dictionaries Prediction,sequenceevents,multiple-meaningwords worksheets Discussion cards Indicates an opportunity for 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 Content words:blanks,cent,headdress,mint,obverse,relief,reverse,struckBefore ReadingBuild Background Giveeachstudentinthegroupapenny.Havethemlookcarefullyatthepennies(usehandlenses,if available)and share their observations.Discussanydifferencesstudentsnoticeamongtheirpennies(date,color,design,andsoon).Explaintostudentsthattheywillbereadingmanyinterestingfactsaboutthepennythroughacharacter named Penny.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.2 Learning AZ,Inc.All rights reserved.www.readinga-Introducing the PennyLesson Plan(continued)LeveLN N Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictions,orguesses,aboutwhatwillhappen in a book based on the series of events and what the characters say,do,and think in the story.As they read the story,readers make,revise,or confirm predictions based on what they learnfromreading.Beforereadingabook,readerscanusethetitleandillustrationsasthebasisfor making predictions.Modelusingthetitle,frontcoverillustration,andtitlepageillustrationtomakeaprediction.Think-aloud:To make my first prediction,I think about the title of the story,Introducing the Penny.I wonder who Penny is.When I look at the front cover illustration,I see a character that looks like a girl with the head of a coin.There is a penny next to her.I wonder if she is supposed to be a penny.On the title page,I see the same girl with a cake and a candle in the cake.Maybe its a birthday cake.I wonder if its her birthday.Ill have to read the book to find out.Introduceandexplaintheprediction worksheet.Createasimilarchartontheboard.Modelwriting a prediction in the Make column,such as Penny is a penny,and she is having a birthday.Invite students to make a prediction based on the cover illustrations and write it on their worksheet in the Makecolumn.Shareanddiscussthepredictionsasagroup.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplainthatmanywriterspresenttheevents,orstepsinaprocess,inabookintheorderinwhichtheyhappentohelpreadersunderstandthetext.Writersoftenusesequencing,orsignal,words to help readers identify the order of events.Give students examples of signal words(today,first,next,then,andsoon).Explainthatthinkingaboutthesequenceinwhichthingsaredone,especiallyinafact-filledbooklikeIntroducing the Penny,will help them remember the important points.Modelusingsignalwordstodescribetheprocessofgettingreadyforschoolinthemorning.Think-aloud:I know that when I get ready for school in the morning,the first thing I do is take a shower.Next,I get dressed and fix my hair.Then,I drink some coffee and eat some breakfast.After that,I straighten up the house and load my car with my teaching supplies.Last,I get in my car and drive to school.Askstudentstosharethestepstheytaketogettingreadyforschool.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Explaintostudentsthatsomewordscanhavemorethanonemeaning,andstudentsmustreadthe word in context to understand which form of the word is being used.Turn to the glossary onpage16.Askstudentstocoverthedefinitionsofthewordswiththeirhands.Readthewordsaloud,and ask students if they know what any of the words mean.Ask volunteers to give their own definitions for blanks,mint,relief,reverse,and struck.Then have students uncover the glossary definitions and check to see if these words have the same meanings as the ones they were thinking of.Turn to the page on which each word is found and read each word and sentencesaroundit.Havestudentsfollowalongasyoureadthesentenceonthepagetoconfirmthis alternate meaning of the word.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentencein which it occurs.3 Learning AZ,Inc.All rights reserved.www.readinga-Introducing the PennyLesson Plan(continued)LeveLN NSet the Purpose HavestudentsreadtofindoutmoreaboutPennyandthehistoryofthepennyasaUnitedStatescoin.Remindthemtostopaftereveryfewpagestomakeand/orconfirmorrevisetheirpredictions.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage5andthenstoptothinkabouttheeventsthathavehappenedsofarinthestory.Encouragestudentswhofinishbeforeotherstoreread the text.Modelmakingaprediction.Think-aloud:Before reading,I predicted that the book is about a coin named Penny and that she is having a birthday.My prediction was partially correct.The book is about the actual penny,but I dont think it has anything to do with a birthday.After reading page 3,I know now that Penny is an actual coin,although she is a character/narrator as well.I will write this information in the Actual column on the chart next to my original prediction.On pages 4 and 5,I learned about when the penny was“born”(1792)and that Ben Franklin suggested the first design.I predict that next I will read about the different ways the penny has looked over the years.I will write this new prediction on my chart in the Make column.Havestudentsreviewthepredictiontheymadebeforereading.Havethemwritearevisedprediction next to the first prediction on their worksheet or place a check mark in the Confirm box if their prediction was correct.If they confirmed their prediction,have them make a new prediction and write it on their worksheet in the Make column.Check for understanding:Havestudentsreadtotheendofpage8.Remindthemtousetheillustrations,sentences,and what they already know to make predictions as they read.When they have finished reading,have them review and revise or confirm their predictions on their worksheet.Discuss whether their predictions turned out to be true or whether they needed to berevised.Reassurestudentsbyexplainingthatpredictingcorrectlyisnotthepurposeofthisreading strategy.Havestudentsreadpages9through13.Askavolunteertotellthefirststepintheprocessofmakingpennies(anartistdrawsapictureforthecoinsfrontandback).Introduceandexplainthesequenceeventsworksheet.Havestudentsmarkthefirststepwitha“1”.Thenhavethemordertheremainderofthestepsforpages9through13.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,andconfirmpredictionsastheyreadtherestofthestory.Monitortoseethatstudentswriteatleasttwo more predictions on their worksheet.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:After I finished reading,I checked back over my worksheet.I noticed that some of my predictions were correct and others werent.Its okay that I didnt predict correctly every time.Its more important to use this strategy to keep me focused on the book and on understand what I am reading.Independent practice:Ask students to share some other predictions they made while reading.Invite them to discuss whether their predictions turned out to be true or whether they needed to be 4 Learning AZ,Inc.All rights reserved.www.readinga-Introducing the PennyLesson Plan(continued)LeveLN Nrevised.If time allows,ask students to explain how making,revising,and confirming predictions helped them understand and enjoy the events of the story.Reflect on the Comprehension Skill Discussion:Ask students to tell you from memory the steps involved in the making of pennies.Explainthatorderingorsequencingtakesplaceinmanyaspectsoflife,andgiveexamples(cooking,tyingashoe,openinganemail,andsoon).Explainthattheorderhelpsustoremember important events as well as how to do certain activities.Independent practice:Havestudentsreviewthetextonpages5through8andhighlightorcircleany dates they see.On the back of their worksheet,ask them to write these dates in order and tellwhateventhappenedonthatdate(1787:BenFranklinsuggestedfirstpennydesign;1792:U.S.governmentcreatedthefirstU.S.Mint,andsoon).Monitorand/orreviewthatstudentshavewritten the events in the correct order.Enduring understanding:In this story,you learned about the history of the penny,and you also learned how pennies are made.What will you think about the next time you look at or find a penny?Build Skills Phonics:Long/e/vowel digraph Writethewordsteel on the board and point to the letters ee.Tell students that the letters e and e together stand for the long/e/vowel sound they hear in the middle of the word steel.Explainthattheee letter combination is one of the letter combinations that stand for the long/e/sound.The other combinations are ea,ei,and ie.Tell students that these combinations of letters together are called long/e/digraphs.Writethewordspeel and pal on the board and say them aloud.Ask students which word contains the same vowel sound as in steel.Makesurestudentscandifferentiatebetweenthetwovowel sounds.Give other examples if necessary.Askstudentstonameotherwordswiththelong/e/digraphsoundasinsteel.Write each example on the board and invite volunteers to circle the long/e/digraph in each word.Havestudentsturntopage4.Instructthemtofindandcirclethewordmeans.Write the word means on the board.Point out the letter combination that stands for the long/e/digraph sound and ask students to blend the letters e and a together to make the same vowel sound as in steel.Point out that the long/e/digraph sound comes in the middle of this word.Next,run your finger under the letters as you blend the four sounds in means:m/ea/n/s.Point out that even though there are five letters,only four sounds are blended together to form the word.Then have students blend the word aloud with you as you run your finger under the letters.Repeattheblendingactivitywiththewordscheese,please,and seize.Take one word at a time,pointing out the letter combinations that stand for the long/e/digraph sound.When students have blended the words,ask volunteers to come to the board and circle the long/e/digraph in eachword.Haveastudentpointtoeachlong/e/digraphastherestofthegroupsaysthesound.Havestudentsgothroughtherestofthebookandhighlightthewordsthatcontainthe long/e/digraph.Grammar and Mechanics:Quotations that set off special words Explaintostudentsthatalthoughquotationmarksaremostlyusedtoshowdialogue(whensomeone is speaking)in text,sometimes they are used for other purposes.Askstudentstoturntopage3andlookatthethirdsentence,My friends call me“Penny.”Havethemofferideasastowhythiswordhasquotationmarksaroundit.Explaintostudentsthatsometimesanauthorputswordsinsidequotationmarkstodrawspecialattention to a particularly humorous or unusual use of a word.In this case,the author has used the name Pennyforthepennysnameahumoroususeoftheword.5 Learning AZ,Inc.All rights reserved.www.readinga-Introducing the PennyLesson Plan(continued)LeveLN N Havestudentsfindanotherwordonthispagethatisinquotationmarks(“coin”).Inthiscase,theauthor has used it to explain or define the German word pfennig.Check for understanding:Havestudentsfindandcircleanywordsinquotationmarksonpages5 and 6(“heads”and“tails”on page 6).Ask students to explain why the author chose to put thesewordsinquotationmarks(tocallattentiontotheunusualuseofthesewords;“heads”and“tails”usually have different meanings in regular use).Independent practice:Havestudentpairssearchandfindthelastexampleinthetextofwordsthataresetoffbyquotationmarks(page7,“thewheatpenny”).Havepairsdiscusswhythesewordshavebeenplacedinquotationmarks.Word Work:Multiple-meaning words Havestudentsturntopage3andreadthefollowingsentence:My friends call me“Penny.”Write the word penny on the board.Askstudentstoexplainthemeaningofpennyasitisusedinthissentence(someonesname,hence the capital letter).Writethefollowingsentenceontheboard:Those candies only cost a penny.Ask students to explain the meaning of penny as it is used in this sentence(a coin worth one cent).Discuss the difference between the meanings of the word penny as used in the two example sentences.Explaintostudentsthatwordsthatarepronouncedandspelledthesamebuthavedifferentmeanings are called multiple-meaning words or homonyms.Havestudentsturntopage5.Readaloudthefollowingsentence:In 1792,the U.S.government created the U.S.Mint.Ask students to first tell what the word Mint means as it is used in this sentence and then tell another meaning for the word mint.Check for understanding:Dividestudentsintogroups.Writethefollowingmultiple-meaningwordsontheboard:back(page8),stamp(page9),plain(page10).Assigneachgroupaword.Havethem use a dictionary to identify at least two meanings of the word and use each meaning in an oral sentence.Independent practice:Introduce,explain,and have students complete the multiple-meaning-wordsworksheet.If time allows,discuss their answers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents practice retelling information from the book to someone at home in the correct order.Extend the ReadingCreative Writing ConnectionProvideprintandInternetresourcesforstudentstofurther