文稿教案详解the mystery twin

Aboutthe BookWhenHeatherwasaninfant,shewasadopted.Now,atagethirteen,shelearnssheisatwin.Withherfamily’shelp,Heathertriestofindhertwinbycingadsinlocal tionalnewspapers.Oncethecandidateshavebeennarroweddowntothree,thefamilyenliststhehelpofa icisttodeterminewhichoneisTheMysteryTwin.

TheMysteryAbouttheTargetedReadingMake,revise,andconfirmMake,revise,andconfirmpredictionstounderstandMakeinferences/DrawconclusionswhileUnderstandandidentifyIdentifyanduseGreentextindicatesresourcesavailableontheBook—TheMysteryTwin(copyforeachChalkboardordry-Make,revise,andconfirmpredictions,adverbs,synonymsDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonanin ctivewhit orcompletedwithpaperandpencilifthebooksarereused.)*Boldvocabularywordsalsoappearinapre-madelessonforthistitleon Contenttraits ent:acquired(v.),bleaching(n.),blustery(adj.),concisely(adv.), BuildInvitevolunteersto laboutfeaturesandtraitstheysharewiththeirparentsorgrandparents.Encouragestudentstoexinwhattheyknowabouthowtraitsarepassedfromonegenerationtothenext.Guidestudentstounderstandthatsometraitsaredominant,andthereforemorelikelytooccur,andsometraitsarerecessive,andthereforelesslikelytooccur.Giveanexample,suchasbrowneyesisdominantoverblueeyes.nTheMysterynTheMystery)PreviewtheGivestudentsacopyofthebook.Askthemtopreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhatkindofstorythisisandwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofstory,author’sillustrator’sDirectstudentstothetableofcontentsonpage3.Remindthemthatthetableofcontentsprovidesanoverviewofwhatthestoryisabout.Askstudentswhattheyexpecttoreadaboutbasedonthechaptertitlesinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Revieworexinthatgoodreadersmakepredictionsaboutwhatmighthappeninabookbasedonwhatthecharacterssay,do,andthinkinthestory.Remindstudentsthatastheyread,theymayneedtoreviseorconfirmtheirpredictionsbasedonwhattheylearnfromreading.Createafour-columnchartonth withtheheadinake,Revise,andConfirm.ModelmakingpredictionsusingtheThink-aloud:Onthefrontcover,Iseeagirllookingatherselfinamirror.S ethetitleofthestoryisTheMysteryTwin,Ipredictthatshemightbetryingtofindhertwin.Onthebackcover,Iseetwogirlstalking.Ipredictthatthegirlsaretwinsbecausetheirprofilesaresimilar.Iwillwritemypredictionsonth undertheheadingMake.I’mgoingtoreadthestorytofindoutwhetherIneedtorevisemypredictionsorifmypredictionscanbeconfirmed.Introduceandexinthemake,revise,andconfirmpredictionsworksheet.Encouragestudentstomakepredictionsbasedontheotherillustrationsinthestory.Askvolunteerstosharetheirpredictionsandexintheirthinkingaboutthepredictiontheymade.Guidestudentstopaycloseattentionastheyreadtowhatthecharacterssayanddo.Exinthattheactionsofcharactersprovidehintsaboutwhatmighthappennextinthestory.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection. inthatanauthoroftenwillleaveideasunsaid,suchaswh haractermightbethinking. inthattogetthemostmeaningfromastory,readersconnectthecluesinthetexttoinformationalreadyknowntounderstandtheactionsofcharactersandtheeventsofastory.Exinthatfiguringoutwhattheauthorhasleftunsaidiscalledinferring,ormakinganinference.Discusswithstudentsthatpeoplemakeinferencesdailyabouttheactionsofothersandtheeventsoftheday.Forexample,askstudentswhattheycaninferifafriendneverchoosesmilkasadrinkatlunch(thefriendisallergictomilkordoesn’tlikemilk).Exinthatinferencespeoplemakec soleadtopredictionsaboutafutureevent.Askstudentstopredictthetypeofdrinkthefriendwillchoosenexttimeatlunch(somethingotherthanmilk).Think-aloud:IknowanauthordoesnotdirectlystatealltheideasinastoryandthatImustmakeinferencestounderstandthestorycompley.Iknowthatgoodreadersdothis,soI’mgoingtomakeinferencesinthisstoryasIread.Writethefollowingstory-criticalwordsfromthecontentvocabularyonth:anticipated,sibling,andtraits.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelpstudentsunderstandwhat’shappeningastheyreadthebook.Givegroupsofstudentsthreepiecesofblankpaperandhavethemwriteoneofthethreevocabularywordsoneachpage.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudents’priorknowledge.Pointouttheglossaryatthebackofthebook.Revieworexinthataglossaryandadictionarycontainlistsofwordsandtheirdefinitions.Modelhowstudentscanuseadictionarytofindaword’smeaning.Havethemlocatethewordtraitsinthedictionary.Inviteavolunteertoreadthedefinitionfortraits.Havestudentscomparethedictionarydefinitionwiththeglossarydefinition,pointingoutthesimilaritiesanddifferences(glossariesonlycontaindefinitionsforvocabularywordsinthatparticularstory,dictionariescontainlongerandsometimesmultipledefinitions,andsoon).Havethemcomparethesewiththeirpriorknowledgeoftheword.Havestudentsfollowalongonpage16asyoureadthesentenceinwhichthewordtraitsisfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremainingvocabularywords.Beudentsread,havethemmakepredictionsaboutwhatwillhappeninthestory.Remindthemtoreviseorconfirmtheirpredictionsastheyreadtolearnmoreaboutthecharactersandtheeventsinthestory.DuringGuidethereading:Remindstudentsthatexaminingthetextandusingpriorknowledgehelpsreadersmakeinferencesabouttheactionsofcharactersandtheeventsofastory,andtheseinferencesoftenleadtofurtherpredictions.Havestudentsreadpages4and5.Askthemtolookforthewordsorphrasesthat lwhenandwherethestorytakesce;informationabouthowthecharactersthink,feel,andact;andthemrecordpredictionsontheirworksheet.Modelmakinginferencesandmaking,revising,andconfirmingThink-aloud:IpredictedthatHeatherhadatwin,andIusedtheinformationinthestorytoconfirmthatprediction.Basedontheinformationinthestory, nferthatthebirthmothercaredabouthertwinbabies.ThisinferenceleadsmetopredictthattheAltoswilllHeatheraboutthenote.Iwillwritethisonth .Istilldon’tknowwhethermypredictionaboutthegirlonthebackcoverbeingthetwiniscorrect.I’llhavetokeepreadingtofindoutwhetherthatpredictioniscorrect.Checkforunderstanding:Basedontheinformationinthestoryandinformationtheyalreadyknow,invitestudentstoexintheinferencemade(sheworriedaboutthebestchanceforthemtobeadopted,itwasadifficu ecision,she ludedaphotograph).HavestudentinwhythisinferencemightleadtothepredictionthattheAltoswilllHeatheraboutthenote(itwasdifficulttoseparatethem,andifthetragedyhadnothappenedthetwinswouldlikelystillbetogether).Invitestudentstosharewhattheypredictedmighthappeninthefirstchapter.Encouragethemtoexininferencestheymadeandlhowtheymightrevisetheirpredictionsbeforetheyreadthesecondchapter.Havestudentsreadtheremainderofthestory.Remindthemastheyreadtopauseandthinkaboutpredictionsthey’vemade.Pointoutthatwhenapredictionisconfirmed,theycanrevisetheirpredictionsabouttherestofthestory.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.AfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.ReflectontheReadingHavestudentscompletetheirmake,revise,andconfirmpredictionsworksheet.Discusshowmaking,revising,andconfirmingpredictionskeepsreadersactivelyinvolvedinthestoryandhelpsthemrememberwhatthey’veread.Think-aloud:AsIreadandlearnedmoreaboutAmelia,Irevisedmypredictionthatthegirlsonthebackcoverweretwins.IthinkthattheinformationaboutHarrymatchedmorecloselywithwhatIknewaboutHeather.IrevisedmypredictionasIkeptreading,whichhelpedmestayinterestedinthestory.Askstudentstosharetheirpredictionsabouteachchapndexinwhytheymadeeachprediction.Havethemcomparetheirpredictionswithactualeventsinthestory.TeachtheComprehensionSkill:Makeinferences/DrawDiscussion:Discusstheinferencesstudentsmadewhilereading.Askthemtousestorycluesandwhattheyalreadyknowtoexinwhytheymadeeachinference.Havethemexinwhethertheirinferenceledtofurtherpredictions.Checkforunderstanding:Askstudentstorereadthefirstparagraphonpage21.AskwhatcanbeinferredfromthereactionofHarry’sfamily(Harryhasbeenlookingforatwinandfinallymighthavefoundher,theylikedHeatherandherfamilyandwerepleasedthatthechildrenmightberelated,andsoon).Invitestudentstopredicthowthe eofthestorymighthavebeendifferentifHarry’sfamilyhadnotbeenthrilledtohearthatHarryandHeathermightbetwins(thefamiliesmightnothaveagreedtogetthechildren’s tested,thefamilieswouldnotspendtimetogetherinthefuture,HarryandHeathermightnothavediscoveredtheidentityoftheirtwin,andsoExtendthediscussion:HavestudentsworkinsmallgroupstoinferwhatthebirthmotherwroteintheletterthatMrs.Banksfound.Remindthemtousestorycluesandwhattheyalreadyknowtorecreatetheletter.Invitegroupstosharetheirlettersaloud.BuildWritethefollowingsentencefromthetextonth:Shecautiouslyopenedthedoor, thechainfastened,fortheAltosweren’texpectinganyvisitorsonanightlikethis. hewordcautiously.Revieworexinthatanadverbisawordthatdescribesaverb,anadjective,oranotheradverb.Exintostudentsthatwritersuseadverbstogivereadersmoreinformationabouthoworhowmuch.Askstudentstoidentifywhattheadverbcautiouslyisdescribing(theverbopened).Pointoutthatadverbscanbeusedinseveralceswithinasentence.HavevolunteerssuggestrevisionstothesentencebymovingtheadverbtootherExintostudentsthatineachsentence,cautiouslydescribestheverbopened. ing-lyintheadverbcautiously.Exinthatmanyadverbsendin-ly.Askavolunteertounderl hebasewordcautious.Havestudentspro therexamplesofbasewordsinwhichan-lyendingisaddedtocreateawordthatlshowanactionisExinthatinordertomakesomeadjectivesintoadverbs,itisnecessarytoaddmorethan-ly.Writethewordshappyandbusyonth .Exinthattomaketheadjectivehappyintoanadverb,the-yfirstmustbechangedtoanibeforeadding-ly.Writehappilyandreadthewordaloudwithstudents.Inviteavolunteertousethewordinasentence.Haveavolunteerexinhowtochangetheadjectivebusyintoanadverb. tpractice:Introduce,exin,andhavestudentscompletetheadverbsworksheet.Iftimeallows,discusstheiranswersaloud.WordWork:Revieworexinthatsynonymsarewordsthathavesimilarmeanings.Provideanexamplebywritingthewordsmallonth.Readitaloudandaskavolunteertonameawordwithnearlythesamemeaning(tiny,mini,andsoon).Exinthatauthorsoftenvarythewordstheyusetomakethetextmoreinteresting.Exintostudentsthatwhenusingsynonymsinwriting,itisimportanttochoosethecorrectwordasasynonymtokeepthemeaningconsistentandclear.Havestudentsturntopage7.Saythewordfoundandhavethemlocateitonthepage.Askvolunteerstooffersynonymsforfound(discover,locate,uncover,andsoon)andlistthemontheboard.Remindstudentsthattheycanfindsynonymsforwordsinathesaurus.Readthesentenceonpage7,substitutinglocatewithanewword.Havestudentscheckforaccuracyofsentencemeaningwiththeuseofeachsynonym.Checkforunderstanding:Repeattheprocesswiththeworddifficultonpage5.Brainstormsynonymsandreadthesentenceonthepagesubstitutingdifficultwithasynonymfromthelist.Havestudentscheckeachsentence’smeaning. tpractice:Introduce,exin,andhavestudentscompletethesynonymsworksheet.Iftimeallows,discusstheiranswers.BuildtAllowstudentstoreadtheirbooktly.Additionally,allortnerstotaketurnsreadingpartsofthebooktoeachother.HomeGivestudentstheirbookstotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsdiscusswithsomeoneathomethetraitstheypossessforhair,eyecolor,andattachedorunattachedearlobes.WritingandArtReviewhowtowriteanadvertisement,providingnewspaperadsa theadtheAltoscedinnewspapers.Encouragethemtousethetexttogatherinformationthatwouldbeessentialto ludeintheadvertisement.Encouragestudentstontheirwritingandthentodraft,edit,andrevisebeforepreparingtheirfinalcopies.Allowstudentstoillustratetheiradsandtosharetheirworkwiththegroup.VisitWritingA–ZforalessonandleveledmaterialsoninformationalScienceUsethisbookandReadingA-ZLevelXbookWhatMakesYou,You?toextendstudentbackgroundandconceptualknowledgeofg ics.Discussinheritedandacquiredtraits.YoumightalsointroducesimplePu tsq