原版英语RAZ 教案Puffins_LP.pdf

PuffinsWW1 Learning AZ All rights reserved.www.readinga-Focus Question:How does the appearance of each species of puffin change during its breeding season?Why do these changes occur?Book SummaryText Type:Nonfiction/InformationalPuffins are unusual and fascinating birds that have captured peoples imaginations.Nicknamed“clowns of the sea,”these skillful birds are well known for their unmistakably distinct appearance.Students will enjoy detailed photographs that support the text.The book can also be used to teach students about asking and answering questions and discerning fact or opinion.The book and lesson are also available for levels Q and T.Guiding the ReadingBefore ReadingBuild Background Writethewordadapt on the board and invite students to discuss its meaning.Explain that to adapt means to change to fit to a new situation or environment.Invite students to share ways in which animals adapt to their environments.Discuss with students that one way animals can adapt is through a change in appearance.Have students provide examples of animals that change their appearance such as chameleons and snow hares.Make a list of these animals on the board.Discuss with students why an animals appearance might change.Explaintostudentsthattheywillbereadingabouta specific type of bird that changes its appearance each year.Introduce the Book GivestudentstheircopyofPuffins.Guidethemto the front and back covers and read the title.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 might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that engaged readers consider what they know and dont know about a topic before beginning to read.Point out that creating questions before,during,and after reading is an important skill that helps readers understand and enjoy a book.Introduce and explain the KWLS/ask-and-answer-questions worksheet.Have students complete the Lesson EssentialsInstructional Focus Ask and answer questions to understand text Identify fact or opinion Recognizeandusecontractions Describe information provided by text features Understand and use synonyms and antonymsMaterials Book:Puffins(copy for each student)KWLS/askandanswerquestions,contractions,synonyms and antonyms worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear inapre-madelessonforthistitleonVocabularyAZ.com.(*)word appears in the lesson but not the book WordstoKnowStory critical:antics(n.),breeding season(n.),burrow(n.),coastal(adj.),colonies(n.),plumage(n.)Enrichment:climate change(n.),demeanor(n.),fledges(v.),gait(n.),incubating(v.),tufted(adj.)Academicvocabulary:adapted(v.),adult(n.),features(n.),prepares(v.),unique(adj.),usually(adv.)PuffinsWW2 Learning AZ All rights reserved.www.readinga-K section of their worksheet with information they already know about puffins.Invite them to share their questions about puffins with the class and then record these questions in the W section of their worksheet.Explain to students that they will be looking for answers to their questions while they read the book as well as recording new questions as they arise.Introduce the Comprehension Skill:Fact or opinion Discusswithstudentsthedifferencebetweenfiction and nonfiction.Explain to students that readers need to evaluate the information they read in a nonfiction text and that one way to do this is todiscriminatebetweenfactandopinion.Writethe words fact and opinion ontheboard.Remindstudents that a fact is a detail that is true and can be proven.An opinion is what someone thinks,feels,or believes about something.Havestudentsturntoapartnerandstateonefactabout the classroom such as there are twenty-five students in our class.Then,have students state an opinion about the class such as our class is the best class in the world!Have students share their examples with the class,and discuss with students how to differentiate between fact and opinion.Discuss with students why it is important to be able to identify fact and opinion when reading nonfiction books.Ask students why an author might include both fact and opinion in a nonfiction book.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point to the use of each content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabout puffins.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer.Havestudentsmakeaquestionmarkintheirbookbeside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Why are puffins called“clowns of the sea”?(level 1)page 4 How does the appearance of a puffin change from living at sea to living in nesting colonies on the coast?(level 1)page 6 What are the four different species of puffins?(level 2)pages 710 How can people differentiate the four species of puffins?(level 2)pages 710 Which types of puffins are the most similar?(level3)multiple pages Why is it important for puffins to attract a mate?(level3)multiple pages Whydoestheauthorbelievethatpuffins are amusing and fascinating birds?(level3)multiple pagesText Features:PhotographsExplain that photographs are helpful when reading because they provide the reader with important information.Have students review the photographs throughout the book and discuss how the photographs in the book support the text.Discuss why the author chose to include photographs of puffins.Have students explain how the photographs support their understanding of the change in puffins appearance and the difference between the types of puffins.Ask students:How do the photographs help you understand how a puffins appearance changes during breeding season?In what way do the photographs help you to understand the differences between the types of puffins?SkillReview Remindstudentstoconsiderthequestionstheyrecorded in the W sectionoftheirKWLS/ask-and-answer-questionsworksheetastheyread.Guidestudents to record answers to these questions in the L section of their worksheet.Have students turn to a partner and discuss how asking and answering questions helps a reader to be more effective.Modelidentifyingfactoropinion.Think-aloud:I know that when I read a nonfiction book,I need to evaluate the information provided by the author.One way to look at the information is to consider whether it is fact or opinion.As I read about puffins,I know that much of the information is factual,or can be proven.For example,the author states that puffins can flap their wings 400 times in one minute.I know that this information is a fact because this information can be proven.The author also states that she believes puffins are special and Guiding the Reading(cont.)PuffinsWW3 Learning AZ All rights reserved.www.readinga-wonderful birds.I know that this is an opinion because it is not something that can be proven and it shows how the author feels about puffins.Havestudentsworkwithapartnertounderline two sentences in the text that state a fact and two sentences that state an opinion.Invite students to share their findings.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:KWLS/askandanswerquestionsReviewtheKWLS/ask-and-answer-questionsworksheet.Have students share any remaining questions they have about puffins and record these questions in the S section of their worksheet.Discuss with students other sources that might provide answers to these questions.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answertheFocusQuestion.(Studentsshouldincludethat during breeding season,puffins beaks and feathers change considerably to better attract mates.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Contractions Writethefollowingsentenceontheboardfrompage 4 of the text:If youve ever seen a puffin,youre unlikely to forget the experience.Circle the contractions youve and youre.Explain that sometimes in written and spoken language,we combinetwowordstomakeacontraction.Whenthe two words are joined,some of the letters are taken out and replaced by an apostrophe.In this example,youve comes from you have and youre comes from the words you are being combined.An apostrophe takes the place of the letters ha in the contraction youve and the letter a in the contraction youre.Pointoutthewordhavent in the second sentence on page 4 and ask students what two words are used in this contraction(have not).Askstudentsiftheycannameothercommoncontractions and write a list on the board.Checkforunderstanding:Have students reread page 15.Have them circle all the contractions on the page(theyre,theyll,its,youll).Ask them to turn to a partner and take turns telling what two words make up each contraction.Independentpractice:Introduce,explain,and have students complete the contractions worksheet.If time allows,discuss their answers.WordWork:Synonyms and AntonymsWritethewordinteresting on the board.Ask students to suggest a word that means almost the same thing(fascinating,engaging,captivating).Revieworexplain that a word that means the same or almost the same as another word is called a synonym.Ask students to suggest a word that means the opposite of interesting(boring,dull,unimpressive).Reviewor explain that a word that means the opposite of another word is called an antonym.Have students turn to page 11 and locate the last sentenceofthefirstparagraph.Readthesentencealoud and record it on the board:In contrast,horned and North American Atlantic puffins often nest in rock crevices on coastal cliffs.Circle the word often.Ask students to suggest a word that means the same or almost the same as often(frequently,repeatedly).Ask students to suggest a word that means the opposite of often(seldom,rarely).Checkforunderstanding:Givepairsofstudentsathesaurus.Ask them to find the word often and have them name the synonyms listed.Have them find the antonyms for often.If needed,provide additional practice using the thesaurus.Independentpractice:Introduce,explain,and have students complete the synonyms-and-antonymsworksheet.If time allows,discuss answers aloud after they are finished.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)