原版英语RAZ 教案N22-Introducing the Penny.pdf
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1、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
2、 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,revisin
3、g,andconfirmingpredictionstobetterunderstandtext Identifycorrectsequenceofeventsinthetext Identifylong/e/voweldigraph Identifyandusequotationsthatsetoffspecialwords Identifymultiple-meaningwordsMaterialsGreen text indicates resources available on the website BookIntroducing the Penny(copy for each s
4、tudent)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 b
5、ooks are reused.)Vocabulary Content words:blanks,cent,headdress,mint,obverse,relief,reverse,struckBefore ReadingBuild Background Giveeachstudentinthegroupapenny.Havethemlookcarefullyatthepennies(usehandlenses,if available)and share their observations.Discussanydifferencesstudentsnoticeamongtheirpenn
6、ies(date,color,design,andsoon).Explaintostudentsthattheywillbereadingmanyinterestingfactsaboutthepennythroughacharacter named Penny.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethe
7、mtoofferideasastowhattypeof 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,ill
8、ustratorsname).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,revis
9、e,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
10、 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
11、 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
12、 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 Revi
13、eworexplainthatmanywriterspresenttheevents,orstepsinaprocess,inabookintheorderinwhichtheyhappentohelpreadersunderstandthetext.Writersoftenusesequencing,orsignal,words to help readers identify the order of events.Give students examples of signal words(today,first,next,then,andsoon).Explainthatthinkin
14、gaboutthesequenceinwhichthingsaredone,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 d
15、o 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 Vocabu
16、lary 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.Explaintostu
17、dentsthatsomewordscanhavemorethanonemeaning,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
18、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 sentence
19、saroundit.Havestudentsfollowalongasyoureadthesentenceonthepagetoconfirmthis alternate meaning of the word.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentencein which it occurs.3 Learning AZ,Inc.All rights reserved.www.readinga-Introducing the PennyLesson Plan(continued)Leve
20、LN NSet the Purpose HavestudentsreadtofindoutmoreaboutPennyandthehistoryofthepennyasaUnitedStatescoin.Remindthemtostopaftereveryfewpagestomakeand/orconfirmorrevisetheirpredictions.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage5andthenstoptothinkabouttheeventsthathaveh
21、appenedsofarinthestory.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 t
22、hink 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
23、”(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 ne
24、xt 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.Remindt
25、hemtousetheillustrations,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.Reass
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