原版英语RAZ 教案L35-Joey's Stop Sign.pdf
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1、Joeys Stop SignLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:486Book SummaryTheres too much traffic on the street!How will Joey solve this problem?Joeys Stop Sign is a realistic fiction book in which the four char
2、acters decide to request that the city install new stop signs to slow traffic.The children distribute a petition,gather data on how many cars pass before and after school,take pictures of people trying to cross,and even tell the story of a local dog that got hit by a car.Illustrations support the te
3、xt.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandrememberstoryevents Identifyproblemandsolution Identifyvoweldiphthongou Understandtheuseofquotationmarkstoidentifydialogue Recognizethesuffix-ed and understand the formation of past-tense ver
4、bsMaterialsGreen text indicates resources available on the website BookJoeys Stop Sign(copy for each student)Extracopyofthebook Chalkboardordryeraseboard Stickynotes Dictionaries Problem and solution,vowel diphthong/ou/,quotation marks,suffixes worksheets Discussioncard Indicates an opportunity for
5、students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:agenda(n.),city c
6、ouncil(n.),discuss(v.),majority(n.),petition(n.),signature(n.)Enrichment:accomplished(v.),microphone(n.),research(n.)Before ReadingBuild Background Writethephrasestop sign on the board.Have students share what they know about the use of stop signs and the need for them.encourage students to explain
7、what they know about how cars and bicycles must behave when approaching a stop sign and where students might find stop signs in their neighborhood.Ask students what they think traffic would be like without stop signs.Joeys Stop SignLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.
8、readinga-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,fiction or nonfiction,and so on)and what it might b
9、e about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopoccasionally during their reading to retell in their mind what is happening in
10、the story.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwhat happened in order.Point out that people retell stories as part of their daily lives,such as explaining what happened in school or on a television show.Ask students to share other examples of when people might
11、give a retelling.Modelretellingafamiliarstoryindetail,suchasThe Three Little Pigs.Think-aloud:In The Three Little Pigs,three pigs each decide to build a house.The first pig decides to make his house out of straw.He gathers all of the materials and builds his house.The second pig decides to build his
12、 house out of sticks.He gathers all of the materials and builds his house.The third pig gathers the materials to build his house out of bricks.One day a big bad wolf comes to the house of the first little pig.He wants the little pig to let him inside and says,“Ill huff and Ill puff,and Ill blow your
13、 house down.”Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages6,9,12,and15oftheirbook.Explainthatastheyread,they should stop after reading these pages to think about what has happened so far in the story.en
14、courage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explainthatwritershavereasonsforwhattheywrite.Writet
15、hefollowingwordsontheboard:problem and solution.Review or explain that a problem is something that is difficult to deal with or hard to understand and must be worked out or solved(such as a street not being safe).A solution is an act or a process of solving the problem(such as finding a way to make
16、the street safer).Tellstudentsthat,innonfictionwriting,anauthoroftendisclosesaproblemandthatasolutionto the problem is explained by the end of the book.explain that in fictional stories,the author typically poses a problem to one or more characters and that the rest of the story evolves around solvi
17、ng the problem.Ask students whether they think this book is fiction or nonfiction.Readpages3and4aloud.WritetheheadingsProblem,Possible Solutions,and Consequences ontheboard.Discussthecharactersproblems(page3thesoccerballrolledoutintothebusystreet;page4acarwhizzesbyandpopstheball).Writetheseontheboar
18、dundertheProblem heading.Discusswhatpossiblesolutionstheymighthaveforeachproblem,andlistthemontheboard under the Possible Solutions heading.Have students also consider a positive and a negative consequenceforeachoftheirsolutions,andrecordthemontheboardundertheConsequences heading.Circlethepossibleso
19、lutionthattheclassthinksisbest.Tellstudentstolookforwhichsolution the characters choose as they read.Explaintostudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Modelfinding problems and solutions.Joeys Stop SignLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga-
20、Think-aloud:I know that I will learn about more problems that the kids might face as I continue reading the book.I know that it is necessary to continue reading to find out about the solution as well.I learned that good readers do this,so Im going to look for problems and solutions in this book as I
21、 read.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:majority,petition,and signature.Pointoutthatthesethreewordsareusedinthestoryandthattheygiveinsightintodifferentobstacles that the characters face as they work through the problems and solutions in the story.Divid
22、estudentsintosmallgroups.Giveeachgroupthreepiecesofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusing students prior knowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and their definition
23、s.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordmajority in the dictionary.Invite a volunteer to read the definition for majority.Have students compare the dictionary definition with the glossary definition.Have them compare these with their own definition of the word.Hav
24、estudentsfollowalongonpage7asyoureadthesentenceinwhichthewordpetition is found to confirm the meaning of the word.Repeat the exercise with the words signature and majority on page 8.Set the Purpose Havestudentsreadtofindoutmoreaboutthecharactersproblemsandthesolutionstheychoose.Remind them to stop r
25、eading at the end of each page with a sticky note to quickly retell in their mind the details of the events so far in the story.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage7.Havethemunderlinethe important details as they read.encourage those who finish earl
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