原版英语RAZ 教案K54-Nature Stinks.pdf
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1、Nature Stinks!K K1 Learning AZ All rights reserved.www.readinga-Focus Question:How does being stinky help plants and animals?Book SummaryText Type:Nonfiction/InformationalSome plants and animals rely on their odor as a means of survival.Nature Stinks!is both an informational and an entertaining look
2、 at the strange antics of these smelly creatures.Detailed photographs and captions support in-depth student learning.The book can also be used to reinforce the skills of comparing and contrasting as well as asking and answering questions.The book and lesson are also available for levels H and N.Guid
3、ing the ReadingBefore ReadingBuild Background Placeseveralpicturesofdifferentkindsofanimalson the board such as a bear,a dog,a hawk,and a skunk.Discuss with students how each animal might protect itself in the wild.Show students several pictures of plants such as a cactus,an oaktree,andarosebush.Poi
4、ntoutthatjustlikeanimals,plants have defenses that are key to their survival.Discuss various plant and animal defenses and list this information on the board.Introduce the Book GivestudentstheircopyofNature Stinks!Guidethem to the front and back covers and read the title.Have students discuss what t
5、hey see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of conten
6、ts provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers consider what th
7、ey know and dont know about a topic before beginning to read.Create a KWLS chart on the board.Invite students to share their knowledge about how plants and animals use a strong smell to help them survive and record the information in the K column.Ask students what questions they have about the topic
8、 and record these questions in the W column.Pointoutthatthe L column is to record what they have learned and the S column is for information they still want to know that was not included in the book.Lesson EssentialsInstructional Focus Ask and answer questions to understand text Compare and contrast
9、 information in a text Describe information provided by captions Identify open vowel y Recognizeanduseadjectives PlacewordsinalphabeticalorderMaterials Book:Nature Stinks!(copy for each student)Compareandcontrast,adjectives,alphabetical order worksheets Discussion cards Bookquiz RetellingrubricVocab
10、ularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:disturb(v.),enemies(n.),liquid(n.),rotten(adj.),spray(v.),stinky(adj.)Academicvocabulary:common(adj.),type(n.),use(v.)Nature Stinks!K K2 Learning AZ All rights reserved.www.re
11、adinga-Introduce the Comprehension Skill:Compare and contrast WritethewordsCompare and Contrast on the board and read them aloud to students.Have students turn to a partner and discuss the definitions of compare and contrast.Invite students to share their discussions.Explain that to compare means to
12、 look at the way things are the same and to contrast means to look at how things are different.Create a Venn diagram on the board and label the right circle Raccoon and the left circle Skunk.Invite students to share how raccoons and skunks are similar and different.Model how to record their response
13、s on the Venn diagram.Explain to students that using thisgraphicorganizerwillhelpthemtobetterunderstand and remember what they have read.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Expl
14、ain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster
15、the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabouthowplants and animals use their smell to help them survive.Write the Focus Question on the board.Invite students to look
16、 for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their under
17、standing with the following questions.Encourage students to support their answers by citing evidence from the book.Why do some plants and animals smell bad?(level 1)page 4 How are wolverines and musk oxen the same?How are they different?(level 2)pages 7 and 8 Why does the corpse flower attract insec
18、ts?(level 1)page 9 What are the different ways that animals create stink?(level 2)multiple pages Why is it necessary for centipedes to create a stinky smell?(level 1)page13 How are stinky plants and animals the same?How are they different?(level 2)multiple pages Why is being stinky a good way to kee
19、p enemies away?(level3)multiple pagesText Features:CaptionsExplain that captions are words that accompany the photographs in a book and give the reader more information.Have students turn to page 6 and locate thecaptionsonthepage.Readthecaptionsaloudasstudentsfollowalong.Pointoutthatthesecaptionspro
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