原版英语RAZ 教案L37-Every Dog Has Its Day.pdf
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1、Every Dog Has Its DayLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Fantasy Page Count:16 Word Count:540Book SummaryRoscoe is a big,ugly bulldog,but he has a good heart and is kind to everyone.Roscoes owner leaves him chained up outside each day whe
2、n he goes to work,and when some boys in the neighborhood find out that Roscoe cant chase them,they begin teasing him every day.Soon,Roscoe is very sad and constantly worried about what the boys will do to him next.Read and find out who helps Roscoe and how he solves his problem.About the LessonTarge
3、ted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstounderstandtext Identifyproblemandsolution Identifyandcategorizeconsonantdigraphs Identifyanduseverbs RecognizeandunderstandsyllablepatternsMaterialsGreen text indicates r
4、esources available on the website.BookEvery Dog Has Its Day(copyforeachstudent)Chalkboardordryeraseboard Indexcards Make,reviseandconfirmpredictions,problemandsolution,verbs,syllablepatternsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated b
5、y projecting book on interactive whiteboard or completed with paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:bother(v.),burst(v.),charged(v.),growled(v.),tease(v.),yanked(v.)Before ReadingBuild Back
6、ground Askhowmanystudentshaveapetdog.Leadadiscussionaboutthepropercareofpetsandwhatresponsibilities people have toward pets and other animals.Askstudentsiftheythinkanimalscanhaveemotions.Ask:Can they feel sad,worried,happy,lonely,and so on?Explaintostudentsthatthisstoryisafantasy,butsomeofthecharact
7、ersandevents are realistic.Every Dog Has Its DayLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtooffe
8、rideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revise,and confirm predictions Havestudentsrevisitthefrontandbackcoveril
9、lustrationsandreadthetitle.Askwhotheythinkthemaincharacterofthebookisandwhatthetitlecouldmean.Introduceandexplainthemake,revise and confirm predictions worksheet and have students usethefirstcolumntowritewhattheythinkmighthappeninthestory.Modelhowtomake a prediction.Think-aloud:Whenever I read a new
10、 book,I look at the cover information first and ask myself what kind of book I think this will be.I ask myself whether it is a story or a factual book.Next,I preview the pages and illustrations to help me either revise my first predictions or make new ones.As I read,I continue to revise or confirm m
11、y predictions as I go.Making predictions helps me be an active reader and allows me to enjoy and understand the story more.Havestudentspreviewtheillustrationsuptopage12.Askthemtomakeatleastthreepredictionsinthesecondcolumnoftheirworksheetoneeachforthebeginning,middle,andendofthestory.Asstudentsread,
12、encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explaintostudentsthatstoriescontaincertainelements,orparts.Writethefollowingontheboard:characters,setting,problem,solution.Tell students that chara
13、cters are people or other livingthingsthathaveanimportantroleinthestory.Usuallythemain,ormostimportant,characterfacesaprobleminthestorythathastobesolved.Modelidentifyingtheproblemandsolutioninafamiliarstory.Think-aloud:In the story The Three Little Pigs,the pigs are bothered by the big bad wolf.This
14、 is a problem for them because they are afraid he might try to eat them.However,the third pig builds a house of bricks.All the pigs hide from the wolf in this house.When the wolf comes to the brick house,he cannot blow it down.This is the solution to the pigs problem.Havestudentsthinkofotherfamiliar
15、storiestoshare.Discusstheproblemandsolutionineachofthesestories.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,onpage7youmightsay:The text says,“When Roscoe reached the end of his chain,he was yanked off his feet with a yelp.”What clue
16、s do the paragraph and the picture provide to help you understand the meaning of yanked?Helpstudentstoinferthatyanked must mean pulled suddenly and with force.Remindstudentstolookatthelettersawordbeginsorendswith,orbreakthewordsintochunks,aswaystofigureoutadifficultword.Forexample,pointtothewordboth
17、er on page 3 andsay:When I look at the parts of this word,I can break it into pieces to pronounce it:both-er.I know the sound that th makes,and I know that er is pronounced/r/.When I put all the sounds together,I think the word is bother.Then I can reread the sentence and listen to see if it sounds
18、right and makes sense in the sentence.Every Dog Has Its DayLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga-Set the Purpose Havestudentsreadtofindoutwhothemaincharacteris,whatproblemheishaving,andhowhis problem gets solved.During ReadingStudent Reading Guidethereading:Hav
19、estudentsreadtotheendofpage5.Askifanyoftheirpredictionsaboutthestoryarecorrectsofar.Havethemlookattheirworksheetandcheckoffthosethatarecorrect or revise those they would like to change.Modelmaking,confirming,andrevisingpredictions.Think-aloud:I predicted that at the beginning of the story,the dog wa
20、s sad because he was chained up.I also predicted that the boys in the picture on page 4 were going to play with him.I did not predict correctly because on page 5,I learned that the boys laugh at Roscoe the dog and tease him.Encouragestudentstousetheinformationtheyvereadanddiscussedtoreviseorconfirmt
21、heirpredictions.Modelforstudentshowtothinkthroughwhetherornottheirpredictionswereconfirmed,andifnot,whynot.Remindthemthatitisnotimportanttogetalltheirpredictionscorrect.Introducetheproblem-and-solutionworksheet.GuidestudentstoidentifytheproblemsRoscoeisfacingsofarinthestory(heiskeptchainedupduringth
22、eday,boysareteasinghim)andtorecordtheseontheleftsideoftheworksheet.Askstudentsifanyoftheseproblemshavebeensolvedyet(no).Check for understanding:Havestudentsreadtotheendofpage10.Whentheyhavefinishedreading,havethemsharetheirpredictionsandtheoutcomesoftheirpredictions.Remindthemto check their workshee
23、ts and to continue to revise or confirm their predictions.Askstudentstoreturntotheirproblem-and-solutionworksheetandrecordanyotherproblemsaswellasanysolutionsthathavebeenpresented.Guidestudentstounderstandthatsofarinthestory,therehavebeennosolutionsonlyfurtherinformationonRoscoesproblem.Remindstuden
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