讲义课件案例how little john joined robin hood

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AbouttheBook

HowLittleJohnJoinedRobinHood

TextType:Fiction/Legend PageCount:20 WordCount:2,114

BookSummary

Inthere lingofthisclassictale,readerslearnhowRobinHoodcametostealfromthewealthyandgivetothepoor.ReadersaregiveninsightintohowJohnLittlemet,challenged,andlaterjoinedRobinHoodandhisbandofMerryMen.ReadersalsolearnhowRobinHood’sstrongandfaithfulfriendcametobecalledLittleJohn.

BookandlessonalsoavailableatLevelsSandV.

AbouttheLesson

TargetedReadingStrategy

Re l

Objectives

Re ltounderstandthetext

Understandandidentifycause-and-effectrelationships

Identifyirregularverbs

Understandandusecontentvocabulary

Materials

Greentextindicatesresourcesavailableonthewebsite

Book—HowLittleJohnJoinedRobinHood(copyforeachstudent)

Chalkboardordry-eras

Stickynotes

Dictionaries

Worldmap

Causeandeffect,irregularverbs,contentvocabularyworksheets

Discussioncards

Indicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonanin ctivewhitorcompletedwithpaperandpencilifthebooksarereused.)

Vocabulary

*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyA– .

Contentwords:

Storycritical:allegiance(n.),corrupt(adj.),elusive(adj.),mettle(n.),underling(n.),vowed(v.)

Enrient:agile(adj.),cudgels(n.),dauntless(adj.),forbear(v.),nocked(v.),trivial(adj.),

venison(n.),walloped(v.)

BeforeReading

BuildBackground

Supplypicturesofmedievaltimes,castles,andpeoplelivingduringthattime.Invitestudentsto

lwhattheyknowaboutmedievaltimes.

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Lesson n ) HowLittleJohnJoinedRobinHood

AskstudentsiftheyhaveheardofalegendarythiefnamedRobinHood.Ifnot,exintostudentsth cordingtolegend,RobinHoodlivedinEnglandduringmedievaltimes.Exinthathesupposedlystolefromtherichtogivetothepoor.SomepeopleinEnglandbelieveRobinHoodwasarealman.AbronzestatueofhimstandsnearNottinghamCastle.AnamusementparkinSherwood ,nearthecityofNottingham,hasridesandshowsrelatingtothethemeofRobinHoodandhisMerryMen.

PreviewtheBook

IntroducetheBook

Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhatkindofbookitisandwhatitmightbeabout.

Askstudentsiftheythinkthisbookisfictionornonfictionandtoexintheirreasoning.

Showstudentsthetitlepage.Talkabouttheinformationonthepage(title,author’sname,

illustrator’sname).

IntroducetheReadingStrategy:Rel

Exintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostop

nowandthenduringreadingtorelintheirmindwhatishappeninginthestory.

Exintostudentsthatwhensomeonere lssomething,heorsheexinsthedetailsofwhathappenedinorder.Pointoutthatpeoplere lstoriesaspartoftheirdailylives,suchasexiningwhathappenedinschooltoastudentwhowasabsent.Askstudentstoshareotherexamplesofwhenpeoplemightgiveareling.

Modelre lingafamiliarstoryindetail,suchasTheThreeLittlePigs.

Think-aloud:InTheThreeLittlePigs,threepigseachdecidetobuildahouse.Thefirstpigdecidestomakehishouseoutofstraw.Hegathersallofthematerialsandbuildshishouse.Thesecondpigdecidestobuildhishouseoutofsticks.Hegathersallofthematerialsandbuildshishouse.Thethirdpiggathersthematerialstobuildhishouseoutofbricks.Onedayabigbadwolfcomestothehouseofthefirstlittlepig.Hewantsthelittlepigtolethiminsideandsays,“I’llhuffandI’llpuff,andI’llblowyourhousedown.”

Continuere lingindetailtoofthestory.

Havestudentscestickynotesonthebottomofpages7,12,16,and19.Exinthatastheyread,theyshouldstopatofthesepagestothinkaboutwhathashappenedinthestory.Encouragestudentstore lintheirmindwhathappensinthestoryastheyread.

Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargeted

strategypresentedinthissection.

IntroducetheComprehensionSkill:Causeandeffect

Revieworexinth auseisaneventthatmakessomethinghappen,andtheeffectiswhathappensbecauseof,orasaresultof,theevent.Createatwo-columnchartonthwiththeheadingsCauseandEffect.WritethefollowingsentenceonthundertheCauseheading:Istudyforatest.

Modelidentifyingaseriesofcause-and-effectrelationships.

Think-aloud:IfIstudyforatest,Imightgetagoodgradeonthetest.IfIgetagoodgradeonthetest,someoneinmyfamilymightwanttorewardme.Iftheywanttorewardme,Imaygettodosomethingspecial.Sometimesacauseanditseffectcauseothereventstohappen.

Reltheseriesofcause-and-effectrelationshipsaboutthegoodgradeonthetest.Askstudentstoidentifythecausesandeffects.Writeeachcauseanditseffectonthechartonth.Whenfinished,pointouthoweachcause-and-effectrelationshipleadstoothercause-and-effectrelationships.

Lesson n ) HowLittleJohnJoinedRobinHood

IntroducetheVocabulary

Writethefollowingwordsfromthecontentvocabularyonth:allegiance,corrupt,

andunderling.

Givegroupsofstudentsthreepiecesofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudents’priorknowledge.

Revieworexinthattheglossarycontainsalistofvocabularywordsandtheirdefinitions.

Modelhowstudentscanusetheglossarytofindaword’smeaning.Askstudentstolocatethe

wordallegianceintheglossary.Inviteavolunteertoreadthedefinitionforallegiance.

Havestudentscomparethedefinitionwiththeirpriorknowledgeoftheword.Thenhavestudentsfollowalongonpage16asyoureadthesentenceinwhichthewordallegianceisfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremainingvocabularywords.

SetthePurpose

HavestudentsreadtofindouthowLittleJohnjoinedRobinHood.Remindthemtostopreadingatofeachpagewithastickynotetoquicklyrelintheirmindthedetailsoftheeventssofarinthestory.

DuringReading

StudentReading

Guidethereading:Havestudentsreadto ofpage7.Havethemunderlinetheinformationaboutthesetting,thenamesofthecharacters,andanyimportantevents.Iftheyfinishbeforeeveryoneelse,theycangobackandreread.

Havestudentslwhattheyunderlined.Askstudentsto lwherethestorytook ce.ProvideaworldmaptoshowstudentswhereEnglandislocated(Sherwood islocatedapproximay20northofNottingham,whichisnorthandslightlywestofLondon).

Discusshowtheillustrationsprovideadditionalinformationaboutthesettingandcharacters.

Havevolunteers lsomeeventsinthestory.Remindstudentsthatarelingincludesdetailanddescriptionabouttheeventsofastory,whileasequenceofeventslistsonlythemostimportanteventsthatsomeonewouldneedtoknowtolthestorycorrectly.

Usetheinformationgeneratedabovetomodelre ling.

Think-aloud:Istoppedaf fe gestore linmymindwhatIhadreadsofar.IreadthatwhenRobinHoodwasyoung,theFrenchconqueredEnglandandtaxedfamiliesuntiltheystarved.Hevowedtobringjusticeandhopebacktothepeople,sowhenhegotolderhedecidedtostealfromtherichandreturnthemoneytothepoor.HecreatedahideoutdeepinsideSherwood,whichbecamehishome.BravemenfromalloverthecountryjoinedRobinHood’squest,andsoontheMerryMenbecameknownfortheirstrongandskilledfighting.

Createacause-and-effectchartonth.WriteFranceconqueredEnglandundertheCauseheading.Askstudentstousethetextandthink-alouddiscussiontoidentifytheeffectofthiscause(rulingFrench ernorstaxedfamiliesuntiltheystarved).WritethisinformationonthechartundertheEffectheading.

Introduceandexinthecause-and-effectworksheet.Askstudentstowritetheinformationfromthontheirworksheet.Havethemidentifyandwriteontheirworksheetacause-and-effectrelationshipthathappenedasaresultofthefamiliesbeingtaxeduntiltheystarved.(Cause:RobinHoodsawthathispeoplewereindespair;Effect:hevowedtobringjusticeandhopebacktotheland.)Pointouthowthechartconnectsthefirstcause-and-effectrelationshipwiththesecond(theeffect,rulingFrench ernorstaxedfamiliesuntiltheystarved,isconnectedtothenextcause,RobinHoodsawthathispeoplewereindespair).

Lesson n ) HowLittleJohnJoinedRobinHood

Checkforunderstanding:Havestudentsidentifyandwriteontheirworksheetacause-and-effectrelationshipthathappenedasaresultofRobinHoodvowingtobringjusticeandhopebacktotheland.(Cause:Hestolefromtherichandreturnedthemoneytothepoor;Effect:The

MerryMenbecamethemostskilledandsuccessfulfightersinEngland.)Pointouthowthechartconnectsthesecondcause-and-effectrelationshipwiththethird(theeffect,RobinHoodvowedtobringjusticeandhopebacktotheland,isconnectedtothenextcause,hestolefromtherichandreturnedthemoneytothepoor).

Havestudentsreadfrompage8toofpage12.Modelre lingtheneweventsofthestory.Think-aloud:Istoppedaf fe gestore linmymindwhatIhadreadsofar.IreadthatRobinHoodandastrangermetonabridge.WhenRobinHoodtoldtheothermantomove

andletthe“better”mancross,JohnLittledeclaredthathewasthebetterman.Withgreatoakbranchesasweapons,afightbetweenthetwomenfollowed,andbothwerecoveredwithblack-and-bluemarks.JohnLittleeventuallywon,hittingRobinHoodwithacoupleofbloody

blowstothehead,andRobinHoodtumbledintothewaterbelow.Insteadofbeingangry,RobinHoodfeltthemanhadwonfairandsquare.Helaughedoutloud,sayingthathehadneverbeenbeatenbefore,andthatJohnwasanexpertwiththestick.

Havestudentsturntoapartnerandrelintheirownwordstheeventsofpages8through12.

Listenforindividualresponses.

Havestudentsreadtheremainderofthestory.Remindthemtocontinuestoponpageswith

stickynotestorelintheirmindthedetailsofthestory.

Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.

AfterReading

Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.

ReflectontheReadingStrategy

Re lindetailwithstudentstheeventsofthestoryfrompages13through16.

Think-aloud:AfterJohnLittlewonthefight,RobinHoodwassoimpressedthatheaskedJohn

tojoinhisbandofMerryMen.Thestrangerwasnotcertainhewantedtopledgehisallegiance,sohechallengedRobinHoodtoanarcherycontest.RobinacceptedthechallengeandhadWillScarletcreateatargeteightyyardsaway.Johnchoseabow,aimedhisarrowcarefully,andshotitstraightintothecenterofthesmalltarget.RobincomplimentedJohnonhisfineshotandsaidthatwhilenoonecouldtopit,perhapshecouldshootonejustaswell.HedidjustthatandthenaskedJohnagaintojoinhisband.ThestrangersawthathehadmethismatchandimmediaydeclaredhisallegiancetoRobin.

Havevolunteersreltheeventstoofthebook(pages17through19).

Checkforunderstanding:Havestudentsrelthebooktoapartner,startingatthebeginning.Listenforwhetherstudentsincludethefollowing:maincharacters,setting,correcteventsinorder,andeventsindetail.

Askstudentshowrelingtheeventsofthestoryintheirmindastheyreadhelpedthem

understandthestory.

ReflectontheComprehensionSkill

Discussion:Discusswithstudentstheinformationontheircauseandeffectworksheet.Pointoutthelasteffectonthechart.(TheMerryMenbecamethemostskilledfightersinEngland.)Havestudentsrereadpages15and16toidentifythecause-and-effectrelationshipthathappenedasaresultoftheMerrymen ingthemostskilledfightersinEngland(Cause:JohnLittle

challengedRobinHoodtoanarcherymatchtoshowhisskill;Effect:Theywereeachimpressedby

theother’stalentandbecameallies.)

Lesson n ) HowLittleJohnJoinedRobinHood

Independentpractice:Havestudentscompletethecause-and-effectworksheet.Iftimeallows,

discusstheirresponses.

Enduringunderstanding:Inthisbook,youreadaboutamanwhocourageouslyledandinspiredothers.Keethisinmind,doyouthinkitwasrightforRobinHoodtostealfromtherich,evenifhewasreturningittothepoor?When,ifever,isstealingconsiderednoble?

BuildSkills

GrrandMechanics:Irregularverbs

Havestudentsturntopage4andrereadtheintroduction.Askthemwhetherthisstorytakes

ceinthepast,thepresent,orthefuture.Askstudentstolhowtheyknow.Revieworexinthatadding-edtotheverbformsthepasttenseofaregularverb.Writethewordsconquerandvowonth.Askvolunteerstowritethepasttenseoftheverbs.

Havestudentsunderlinealloftheverbsonthepage.Pointoutthatsometimesthesuffix

-edisaddedtoawordtocreatethepasttense,asinthewordconquered.Butatothertimes,thepasttenseisformedbyusingadifferentspellingoftheword,asinthewordswere,gave,andgrew.Exintostudentsthatthesearecalledirregularverbsbecausetheydon’tfollowtheruleofadding-edtomakethepasttense.Havevolunteers lthepresenttenseofthethreeirregularverbs(are,give,andgrow).

Writethewordsstrikeandfightonth.Exinthatthesearethepresent-tenseformsoftheverbs,anduseeachwordinasentence.Forexample:Heisgoingtostrikehisopponentwithasword.Themenfightwithswords.Askstudentstolhowtheywouldchangeeachirregularverbtopasttense(struck,fought).Remindstudentsthattheycanusually lifthepasttense

ofaverbcanbeformedbyadding-edbysayingthewordsoftlytothemselvestohearwhetherornotthewordsoundscorrect.Forexample,thewordsyelledandknockedsoundcorrect.Thewordsstrikedandfighteddonot.

Havestudentsturntopage5inthebookandrereadthefirstparagraph.Instructthemtounderlinetheirregularverbs.Havethemcircleanyregularverbsthatarechangedtothepasttensebyadding-ed.Writetheiranswersonthanddiscussthepresentandpasttenseofeachword(irregular:was,would,had, e,would,left;regularwith-ed:murdered,hunted,harassed,hounded,enraged,served,loaded).

Checkforunderstanding:Writethepresent-tenseverbsy,exin,andgoonth.Havestudentsworkinpairstocreatepresent-tenseandpast-tensesentencesusingtheseverbs.Havethemsharetheirexamplesaloud.

Independentpractice:Introduce,exin,andhavestudentscompletetheirregularverbsworksheet.Iftimeallows,discusstheiranswersaloud.

WordWork:Contentvocabulary

ExintostudentsthatthewordsinthebookareusedtotalkaboutmedievaltimesandRobinHood.Exinthatsomewords,suchashath,ere,thyself,andtheearewordsnottypicallyusedineverydaymodernlanguagebutarepartofourhistoricallanguage.Pointoutthat,asreaders,theywillencounterthesewordsagaininprint.

Propportunitiesforstudentstotalkaboutcontentwordssuchasallegiance,corrupt,andunderling.Writethesethreecontentwordsonth.RemindstudentsthatthesewordswerediscussedanddefinedintheIntroducetheVocabularysectionbeforereadingthestory.Askvolunteerstosharehowthatexercisehelpedthem,andhowtheyfeltwhentheycameuponthenewvocabularywordswhilereadingthetext.

Checkforunderstanding:Havestudentsworkwithapartnertousethenewvocabularywordsonthintheirownsentences.Observeandlistenforindividualresponses.

Independentpractice:Introduce,exin,andhavestudentscompletethecontentvocabularyworksheet.Iftimeallows,discusstheiranswersaloud.

Lesson n )

BuildFluency

IndependentReading

HowLittleJohnJoinedRobinHood

Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurns

readingpartsofthebooktoeachother.

HomeConnection

Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have

themdiscusswithsomeoneathomehowtorelthestoryintheirmindastheyread.

ExtendtheReading

NarrativeWritingConnection

Encouragestudentst