文稿讲稿文案m31 the legend of john henry

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TheLegendofJohn BookJohnHenryisoneofthemostfamousAmericantalltales.ReaderswillbeintroducedtoJohnHenry,whogrewupasaslaveandwentontobeknownasthefastestandstrongeststeeldriverontherailroad.Thestorycanserveasanengagingintroductiontotheclassic“manvs.machine”.AbouttheTargetedReadingMake,revise,andconfirmUsethereadingstrategyofmaking,revising,andconfirmingpredictionstounderstandtextUnderstandandidentifyproblemandIdentifyanddistinguishbetweenthesoundsofvoweldiphthongIdentifyandformcompoundIdentifyandusesyllablepatternstodividetwo-andthree-syllableGreentextindicatesresourcesavailableontheBook—TheLegendofJohnHenry(copyforeachChalkboardordryPrediction,problemandsolution,compoundwords,syllablepatternsDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninctivewhitorcompletedwithpaperandpencilifbooksarereused.)*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabulary ContentStorycritical:drillbit(n.),fire(v.),hire(v.),railroad(n.),slave(n.),steeldriver BuildAskstudentswhethertheyhavereadorheardanyAmericantalltales(forexample,PecosBill,PaulBunyan,orJohnnyAppleseed).Discusswhatstudentsrememberaboutthestories.Discusswithstudentswhatmakesthesestoriesunique(thegenreoftalltaleusuallyludesamaharacterwhohassuperhumanstrengthorcharacteristics;thestoriesusuallyalsoludehumorouaggerations).Exintostudentsthatthebooktheyaregoingtoreadisaboutanotherfamoustalltalecharacter:JohnHenry.nTheLegendnTheLegendofJohn)PreviewtheGivestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sillustrator’sPreviewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Exintostudentsthatgoodreadersoftenmakepredictions,orguesses,aboutwhatwillhappeninabook,basedontheseriesofeventsandwhatthecharacterssay,do,andthinkinthestory.Astheyreadthestory,readersmake,revise,orconfirmpredictionsbasedonwhattheylearnfromreading.Beforereadingabook,readerscanusethetitleandillustrationsasthebasisformakingpredictions.Modelusingthetitle,frontcoverillustration,andtitlepageillustrationtomakeaprediction.Think-aloud:Tomakemyfirstprediction,Ithinkaboutthetitleofthestory,TheLegendofJohnHenry.IwonderwhoJohnHenrycouldbe.WhenIlookatthefrontcoverillustration,Iseemenwithshovelsandonemanwhoisbiggerthantheothermen.Thebiggermanisholdingahammer.IwonderifthismanisJohnHenry.Onthetitlepage,Iseetheman,andbehindhimis hekindthatwasattachedtotrainslongago.MaybeJohnHenryworkswithtrains.I’llhavetoreadthebooktofindout.Introduceandexinthepredictionworksheet.Createasimilarchartonth.ModelwritingapredictionintheMakecolumn,suchasJohnHenryworksontrains.InvitestudentstomakeapredictionbasedonthecoverillustrationsandwriteitontheirworksheetintheMakecolumn.Shareanddiscussstudents’predictionsasagroup.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Exintostudentsthateveryfictionalstoryhascertainparts,orelements.WritethewordsProblemandSolutiononth.exinthatinmoststories,thema haracterisfacedwithaproblemthatneedstobesolved,andthesolutionishowthecharacterworksthroughtheproblemandfindsawaytodealwithit.CreateachartonthwiththeheadingsProblemandSolution.WritethesentenceIlostmydogonthundertheProblemheading.ModelidentifyingpossiblesolutionsfortheThink-aloud:Iknowthatwhenaproblemarises,Icandealwithitindifferentways.IfIlosemydog,IknowthatIhavetothinkofawaytofindhim.Onepossiblesolutionmightbetoputupsignsintheneighborhoodwithmydog’spictureandmyphonenumber.Anotherpossiblesolutiontothisproblemistowalkaroundmyneighborhoodandcallmydog’sname.Icouldalsoceanadinthelocalnewspaper.I’veidentifiedthreepossiblesolutionstotheproblem.Modelfillinginthecharton withtheinformationforthisWritethefollowingsentenceonth undertheProblemheading:Iforgotmylunch.Discusspossibleactionsthata mighttaketosolvethisproblemandlistthemonth Havestudentsthinkofotherpossibleproblemstoshare.DiscussandlistpossibleRemindstudentsthatgoodreaderslookforproblemsandsolutionsastheyModelhowtoapplyword-attackstrategies.Havestudentsfindthewordleversonpage10.Remindthemthattheycanlookattheletterthewordbeginswithandthenusewhattheyknowaboutsyllablesandvowels(onevowelsoundpersyllable)tosoundouttherestoftheword.Remindstudentstolookforcluestotheword’smeaninginthesentencethatcontainstheunfamiliarword,aswellasinthesentencesbeforeandafter.Pointoutthattheymayalsolookattheillustrationsforcluestofindmeaning.Remindstudentsofotherstrategiestheycanusetoworkoutwordstheydon’tknow.Forexample,theycanusewhattheyknowaboutlet ndsoundcorrespondencetofigureouttheword.Theycanlookforbasewords,prefixesandsuffixes,andotherwordendings.Theycanusethecontexttoworkoutmeaningsofunfamiliarwords.Remindstudentsthattheyshouldcheckwhetherunfamiliarwordsmakesensebyrereadingthesentenceinwhichawordappears.HavestudentsreadtofindoutmoreaboutJohnHenryandwhatmadehimalegend.Remindthemtostopaftereveryfegestopredictwhatmighthappennext,ortoconfirmorrevisetheirpredictions.DuringStudentGuidethereading:Havestudentsreadto ofpage4.Encouragethosewhofinishearlytogobackandreread.Askstudentstostopandthinkabouttheeventsthathavehappenedsofarinthestory.ModelmakingaThink-aloud:Beforereading,IpredictedthatJohnHenryworkedwithtrains.Mypredictionwaspartiallycorrect.JohnHenryworkedtobuildrailroadtracksfortrains.Afterreadingpages3and4,IknownowthatJohnHenrywasbornaslavealongtimeago.IwillwritethisinformationintheActualcolumnonthechart,nexttomyoriginalprediction.Onpage4,IreadthatJohnHenrybecameaftertheCivilWar,butheneededajob.Hewenttoworkfortherailroad IpredictthatnextIwillreadaboutJohnHenryworkingontherailroadandperhapsaboutadventureshehas.IwillwritethisnewpredictiononmychartintheMakecolumn.Havestudentsreviewthepredictiontheymadebeforereading.HavethemwritearevisedpredictionnexttothefirstpredictionontheirworksheetorceacheckmarkintheConfirmboxiftheirpredictionwascorrect.Iftheyconfirmedtheirprediction,havethemmakeanewpredictionandwriteitontheirworksheetintheMakecolumn.Modelidentifyingtheproblemstatedonpages3andThink-aloud:Ilearnedonpage3and4thatJohnHenrywasbornaslavebutwasdwhentheCivilWarended.Thenheneededtofindajob.Ithinkthiswasaproblemhehad.AsIkeptreading,IlearnedthattherailroadswerehiringworkerstobuildtracksacrossAmerica,soJohnHenrywenttoworkfortherailroad.Thiswasthesolutiontohisproblem.Introduceandexintheproblem-and-solutionworksheet.Askstudentstorecordtheproblemontheirworksheetandthesolutionintheboxnexttoit.Checkforunderstanding:Havestudentsreadto ofpage6.Remindthemtousetheillustrations,sentences,andwhattheyalreadyknowtomakepredictionsastheyread.Whentheyhavefinishedreading,havethemmake,revise,and/orconfirmtheirpredictionsontheirworksheet.Discusswhethertheirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Reassurestudentsthatpredictingcorrectlyisnotthepurposeofthisreadingstrategy.Havestudentscontinuereading ofpageCheckforunderstanding:Havestudentsreturntotheirproblem-and-solutionworksheet.Askthemtorecordtheproblemonpage7(therailroadtracksranintoBigBendMountain,andtherailroadcouldn’tbebuiltaroundit).Askvolunteersiftherewasasolutiontothisproblem(JohnHenrytoldthemennottoworrybecausehecouldsmashthroughthemountain).Afterdiscussing,havestudentsrecordthissolutionontheirworksheet.Guidestudentstoidentifythatanotherproblemhasdevelopedonpage8.Askthemtorecorditontheirworksheet(thebosswantedthetunnelfinishedfaster,orhewouldfirethemen).Havestudentsreadtheremainderofthebook.Encouragethemtocontinuemakingpredictionsandlookingforproblemsandsolutionsastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.AfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.ReflectontheReadingThink-aloud:IpredictedthatJohnHenrywouldbeatthemachineandlivehappilyeverafter.Iwasshockedandsadthatmypredictionwaswrong—hebeatthemachine,buthisheartgaveoutandhedied.IwillwritethisintheActualcolumnofmychart. tpractice:Havestudentscompletetheirpredictionworksheet.Askthemtoexinotherpredictionstheymadewhilereading.Invitestudentstodiscusswhethertheirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Iftimeallows,askstudentstoexinhowmaking,revising,andconfirmingpredictionshelpedthemunderstandandenjoytheeventsofthestory.ReflectontheComprehensionDiscussion:Discusswithstudentswhatotherproblemsandsolutionstheyidentifiedastheyread.Reviewhowidentifyingproblemsthatcharactersfaceandsolutionstheydevelophelpsgoodreadersenjoyandrememberthestory. tpractice:Havestudentscompletetheproblem-and-solutionworksheet.Iftimeallows,discusstheirresponses.Enduringunderstanding:Inthisstory,youreadaboutafamouscharacterinAmericanfolklore.NowthatyouhavereadaboutJohnHenry,whydoyouthinkpeoplelovethisstory?BuildWritethefollowingwordsonth:about,around,our.Sayeachwordaloudasyourunyourfingerunderit.Askstudentstosayaloudthevowelsoundthatallthreewordshave ommon.Pointtotheoulettercombinationineachwordandexintostudentsthatsometimesletterscomb ostandforonesound.Inthesewords,thelettersoucomb omakethesoundtheyhearinabout,around,andour.Writetheoulettercombinationonth .Havestudentspracticewritingthelettercombinationonaseparatepieceofpaperwhilesayingthesoundthecombinationrepresents.Exintostudentsthatoucanoftenhaveothersounds,liketheshort/u/soundintoughcousin,ortheshort/o/sound,asinbought,orthe/oo/soundasouldorCheckforunderstanding:Makeafour-columnchartonth,andaskstudentstohelp“sort”bysoundthewordsjust tpractice:Challengestudentstofindotherwordsinthebookthatcontainthe/ou/diphthong(forexample,poundonpage5).Havevolunteerscometothandwritethewordsintheappropriatecolumnofthechart.Revieworexinthatwhentwoshortwordsarecombinedtoformanewword,thenewwordiscalledacompoundword.Writetheworddoorbellonth.Askstudentswhichtwowordstheyseeindoorbell(doorandbell).exinthatthiswordiscalledacompoundword.Acompoundwordhastwopartsthatmakeuponewordmeaning.Havestudentsturntopage3inthebook.Readthefollowingsentence:Hegrewsofastthatsometimesthepantsheputoninthemorningweretooshortbynightfall.Havestudentsfindtwocompoundwordsinthesentence(sometimesandnightfall).Exinthatthedefinitionsofthetwoseparatewordscanoftenhelpstudentsfigureoutthemeaningofthebiggerword(forexample,nightfallmeanswhennightfallsorbegins).Havestudentsfollowalongasyoureadthesecondparagraphonpage4.Askthemtolocatethecompoundwords(airnesorrailroad)andidentifythetwoseparatewordsthatmakeupeachcompoundword.Discussthedefinitionofeachword,usingthesmallerwordstofigureouteachword’smeaning.Checkforunderstanding:Havestudentpairsturntopage10andfindtwomorecompoundwords(everyoneandsalesman).Havethemdiscusswiththeirpartnerwhateachwordmeans,basedonitstwobasewords. tpractice:Introduce,exin,andhavestudentscompletethecompoundwordsworksheet.Discusstheiranswersaloudafterstudentsfinish.Revieworexinthatitisimportanttoknowhowtodividewordsintosyllables,bothforspeakingandforreading.Reviewthefollowingsyllablerulesandprovideanexampleofeachsyllableisa“beat”ofaeverysyllablehasonlyonevowelWordsaredividedbetweenWhentwoconsonantscom weentwovowels,thewordisdividedbetweentheconsonants.example:wonder/won-derAprefixorsuffixusuallymakesaseparatesyllable.Example:longest/long-Writethewordsstrongest,biggest,andbecameonth ,andaskstudentstosayeachword.Havethemlthenumberofsyllablesineachword.Writethenumbersstudentsprovidenexttothewords.Modelanddiscusswithstudentswherethesyllablebreakcomesineachwordandwhy(strong/est,suffix;big/gest,vc/cv;be/came,onevowelpersyllable).Checkforunderstanding:Writethefollowingwordsonth :booming,hammer.Askstudentstousetheinsidebackcoveroftheirbooktowritehoweachwordshouldbedividedintosyllables.Discusstheirresponses. tpractice:Introduce,exin,andhavestudentscompletethesyllablepatternsworksheet.Iftimeallows,havethemdiscusstheiranswers.BuildtAllowstudentstoreadtheirbooktly.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.HomeGivestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentssharetheproblemsandsolutionsinthestorywithsomeoneathome.TallTaleWritingAskstudentstobrainstormandwriteternativeendingforJohnHenry.AskthemtoconsiderwhatmighthavehappenedifJohnHenryhadsurvived?WhatproblemandsolutionwouldlikelyhavehappenednextforJohnHenry?Howwouldhisstoryend?Havestudentswriteoneortwoparagraphstocompletetheirnewending.SocialStudiesProvidebooksandotherprintandInte resourcesforstudentstoresearchothertalltalecharacterstodetermineiftheywererealpeople.Askstudentstoreadtheclassictalltalestoriesandthencompareeachstorywiththeirresearchfindingsontheactualpeople.Allowstudentstimetosharetheirfindings.SkillDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:UseasdiscussionstartersforlitureHavestud