原版英语RAZ 教案N32-Critter Crossings.pdf
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1、Critter CrossingsLesson PlanLeveLN N1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Persuasive Page Count:16 Word Count:666Book SummaryCritter Crossings is a persuasive nonfiction book in which the author describes the dangers that animals face when trying to cross
2、roads to find food or water,to migrate,or to find a mate.The book includes information on solutions that have been adopted in different parts of North America.A persuasive point is made:although these animal crossings are expensive,the number of lives savedboth of humans and other animalsmakes the c
3、rossings worth the cost.Will you agree or disagree?Photographs and a chart support the text.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Problemandsolution Identifyopenvowely Recognizeadjectivesandthenounstheydescribe Arrangewordsin
4、alphabeticalorderMaterialsGreen text indicates resources available on the website.BookCritter Crossings(copy for each student)Chalkboardordryeraseboard Highlighters Visualize,problemandsolution,adjectives,alphabeticalorderworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(A
5、llactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:collisions(n.),endangered(adj.),extinction(n.),habitats(n.),m
6、igrate(v.),vehicles(n.)Enrichment:mate(n.),roam(v.),species(n.)Before ReadingBuild Background Writethephraseanimal crossing ontheboard.Havestudentssharewhattheyknowaboutthesubject.Encouragethemtoexplainwhattheyknowaboutwhatanimalcrossingsareusedforand where they might be found.Ask students if they h
7、ave ever seen an animal crossing or read about one in a book.Critter CrossingsLesson Plan(continued)LeveLN N2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeo
8、nthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanove
9、rview of the book.Ask students what they expect to read about in the book,on the basis of whattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualiz
10、ingisonthebasisofwhatapersonalreadyknowsaboutatopic.Explainthatonewaytovisualizeistodrawapicture.Readaloudtotheendofpage4.Modelhowtovisualizeasyoupreviewthebook.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my mind of the information Ive read.This helps m
11、e organize the important information and understand the ideas in the book.For example,on page 4,the author asks readers to imagine they are a turtle stuck on one side of a six-lane freeway.I imagined being very low to the ground and feeling scared,standing on the hot pavement,and watching humongous
12、metal monsters race by.I imagined the hot wind hitting my face as the loud vehicles rushed by.When I imagined this,I thought about how scared a turtle must feel when facing this common problem.Introduceandexplainthevisualizeworksheet.Havestudentsdrawwhattheyvisualizedfrompage4ontheirworksheet.Invite
13、studentstosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explainthatwritershavereasonsforwhattheywrite.Writethefollowingwordsontheboard:problem and possible sol
14、utions.Revieworexplainthataproblem is something that is difficult to deal with or hard to understand and must be worked out or solved(such as not being able to cross a street).A solution is an act or a process of solving the problem(such as figuring out a new route).Tellstudentsthatinnonfictionwriti
15、ng,anauthoroftendisclosesaproblem,andaresolution is explained before the end of the book.explain that in fiction writing,the author typically poses a problem to one or more characters,and the rest of the story evolves around solving the problem.Ask students whether they think this book is fiction or
16、 nonfiction.Readtotheendofpage4.WritetheheadingsProblem,Possible Solutions,and Consequences ontheboard.Discusswithstudentstheturtlesproblem(itcouldntsafelycrossthebusystreet).Write this information on the board under the Problem heading.Discuss the possible solutions totheturtlesproblem,andlistthemo
17、ntheboardunderPossible Solutions.Havestudentsalsoconsider a positive and a negative consequence for each of their solutions,and record them on the board under the Consequencesheading.Circlethepossiblesolutionthattheclassthinksisbest.Havestudentslookforthesolutionthattheturtleispresentedwithastheyrea
18、d.Explaintostudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Think-aloud:I know that I will learn about more problems that the turtle or other animals might face as I continue to read the book.I know that it is also necessary to continue reading to learn about the solutions.I learned that
19、 good readers do this,so Im going to look for problems and solutions in this book as I read.Critter CrossingsLesson Plan(continued)LeveLN N3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use
20、 what they know about letter and sound correspondence to figure out a word.They can look for base words within words,prefixes,and suffixes.They can also use the context to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Pointoutthestory-criticalwordvehicles on page 6.Model
21、howstudentscanusecontextcluestofigureoutthemeaningoftheword.Readthesentence containing the word vehicles aloud.Ask students what words provide clues as to the meaning of the word vehicles in this text(busy,highway).Askvolunteerstosharewhattheythinkvehiclesmeans.Havestudentsfollowalongasyoureadthe se
22、ntence to confirm the meaning of the word.Then have students check the glossary to confirmthewordsmeaning.Remindstudentstocheckwhetherawordmakessensebyrereadingthewordinthesentence inwhichitoccurs.Repeattheactivitywithotherstory-criticalwordsfromthetext.Set the Purpose Havestudentsreadtofindoutmorea
23、bouttheanimalsproblemsandthesolutionsthatarementioned.Remindthemtostopaftereveryfewpagestovisualizethemostimportantinformationandtodrawontheirworksheetwhattheyvisualizedaboutit.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage8.Askthemtoputanasteriskorastarnextt
24、oinformationwheretheyvisualized.Encouragestudentswhofinishbefore everyone else to go back and reread.Modelvisualizing.Think-aloud:When I read about the only black bear using an underpass during the first year of the Banff crossings,I pictured the immense mammal walking slowly and timidly across the
25、metal walkway.I visualized other bears sniffing around,investigating the foreign structure and turning away,unwilling to explore further.Havestudentssharethepicturesofwhattheyvisualizedwhile reading.Invitestudentstoshareproblemstheyhaveidentifiedsofar(page4theturtlemovesmuchtooslowlytomakeitacrossth
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