原版英语RAZ 教案K46-Community Government.pdf
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1、Community GovernmentLesson PlanLEVELK K1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:496Book SummaryThe government plays an extensive role in the life of every citizen,but many children have only a vague idea of the nature of
2、 a government.Use Community Government to enlighten students about basic roles and responsibilities within the government and how the students themselves are connected to their communitys government.Colorful illustrations featuring friendly faces support the information presented,and the facts are b
3、roken up into small sections.The book also provides opportunities to study main idea and details and verbs.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Discernmainideaanddetails Identifyvoweldiphthongou Identifyanduseverbs Placewords
4、inalphabeticalorderMaterialsGreen text indicates resources are available on the website.BookCommunity Government(copy for each student)Chalkboardordry-eraseboard Sheetsofpaper KWL/askandanswerquestions,mainideaanddetails,verbsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook
5、.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:community(n.),council(n.),departme
6、nts(n.),election(n.),government(n.),mayor(n.)Before ReadingBuild Background Writethewordgovernment on the board and read it aloud with students.Remind students that theschoolhasitsowngovernmentintheformofthestudentcouncil.Discusswithstudentsthedifferent jobs in the student council,such as president
7、and treasurer,and why the school needs the council.Pointoutthatthecountryhasagovernmentalso,withdifferentlevelsineachstateandcity.Have students discuss with a partner everything they know about governments,either in their school or their country.Community GovernmentLesson Plan(continued)LEVELK K2 Le
8、arning AZ All rights reserved.www.readinga- CreateaKWLchartontheboard.Reviewwithstudentsthemeaningofthechart:theK stands for what they know,the W stands for what they want to know,and the L stands for what they learned.Invite volunteers to share information about the government,and record accurate f
9、acts in the K column of the KWL chart.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,and so on)and what it
10、might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Ask and answer questions Remindstudentsthatengagedreadershelpthemselvestounderstandwhattheyarereadingbyaskingquestionsbeforeandduringreading,andsearchingfo
11、ranswersastheyread.Discusswithstudentshowaskingandansweringquestionswillhelpthemunderstandandrememberwhatthey read.Modelhowtoaskquestions.Think-aloud:On the cover of the book I see a police woman walking beside a girl.I know the book is about community government,but what does a police officer have
12、to do with the government?That is my first question for this book.We can arrive at questions on the basis of what we read in the text and what we see in illustrations.For example,looking at a table of contents often creates questions for a book.When I read the table of contents on page 3,I think of
13、a couple of more questions.Who are the city government leaders?What are some of the laws in a community?I will look for the answers to these questions as I read.ReviewtheKWLchartontheboard.WriteyourquestionsintheW column of the chart.Encourage students to use what they already know about governments
14、 in connection with what theyreadtocreatequestionsabouttheinformationinthebook.Havestudentsstudythetableofcontentswithapartnerandthinkofatleastonequestionforthebook.Invitevolunteerstosharetheirquestionwiththerestoftheclass,andrecordquestionsontheboardintheKWLchart.IntroduceandexplaintheKWL/ask-and-a
15、nswer-questionsworksheet.Have students record their questionsintheappropriatecolumnofthechart,andthenhavethemreviewwithapartnereverything they know about governments.Have students record at least three facts in the K column of the chart on their worksheet.Asstudentsread,encouragethemtouseotherreadin
16、gstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and detailsRemind students that a main idea is the general topic of a book,and the details are the extra informationordescriptionsthatfurtherexplainthemainidea.Pointoutthatthetitleoftenpr
17、ovidesclues about the main idea of a book.Have students read the title aloud,Community Government.Askstudentstosharewithapartnertheirthoughtsonpossiblemainideasforthebook.Invitevolunteerstosharewiththeclasstheirpredictionforthemainidea.Askstudentstogiveathumbs-upsignaliftheyagreethatthemainideawillh
18、avesomethingtodowithcommunitygovernment.Explaintostudentsthatsometimestheauthorwillpresentthemainideatowardthebeginningof the book in a sentence or two,and sometimes readers will have to infer the main idea by putting together all the details and making their own sentence to describe it.Community Go
19、vernmentLesson Plan(continued)LEVELK K3 Learning AZ All rights reserved.www.readinga- Readpage4aloudandmodelidentifyingthemainidea.Think-aloud:I know the main idea will have something to do with community government,and I see this book has an introduction.Often,an author will set forth the main idea
20、 of the book in the introduction.In this paragraph,I see some details about communities and about people in the government.One sentence connects communities and government:Peopleruntheircommunity with a government.This sentence expresses a big topic that could be the subject of the book.Although I c
21、ant be sure until I finish the book,I believe this sentence expresses the main idea.After I have read all the supporting details,I can confirm this as the main idea or change it to accurately reflect the main idea.Now I will look for the main idea and supporting details of each section in the book.W
22、ritethemainideaontheboard:people run their community with a government.Have students work in groups to discuss details that could support the main idea,on the basis of information they saw while previewing the book.Invite volunteers to share a detail with the rest of the class,and discuss with stude
23、nts whether each detail could support the main idea and why.Pointouttostudentsthatsometimestheamountofinformationonatopicissolargethattheauthor groups it into sections,and each section has a main idea and details.The main ideas for each section contribute to the main idea for the entire book.Remind
24、students that this book has sections and will therefore have a main idea for each section.Introduce the VocabularyWhile previewing the book,reinforce the vocabulary words students will encounter.For example,whilelookingatthepictureonpage5,youmightsay:The woman in this picture is a mayor.Do you know
25、what a mayor does?A mayor leads the city or towns government.Who is our mayor?Introducethestory-criticalvocabularywordslistedinthevocabularysectionofthislesson.Remindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about letter and sound corresponde
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