Unit two: The fun they had
---A sample lesson plan
A sample lesson plan
![图片](/uploads/5/4/3/6/54369397/1532370.jpg?336)
Students Objectives
Students will be able to
Students will be able to
- Analyze the main idea of the passage
- Explain the theme/central idea of the passage
- Judge the implications of the text for the reader and society
- Summarize the passage
![图片](/uploads/5/4/3/6/54369397/7271784.jpg?313)
Preview phase (Homework)
First Draft Reading: Students read the passage independently before they come to the class. They write notes in the margins. Annotations may consist of any of the following:
First Draft Reading: Students read the passage independently before they come to the class. They write notes in the margins. Annotations may consist of any of the following:
- Record a REACTION
- Ask a QUESTION
- Give an OPINION
- Make a CONNECTION
- Respond to how he/she would RELATE if in the situation
- Circle or underline the most important points of the text.
- Jot down unfamiliar or difficult words in Word study Journal. (See possible words in the Teacher Resource.) Be sure that students understand the meaning of these words, whether they are able to get it from the context or from a dictionary.
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word Journal sheet .pdf | |
File Size: | 338 kb |
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![图片](/uploads/5/4/3/6/54369397/5910017.png?435)
Anticipation phase
---call up the knowledge students already have
---call up the knowledge students already have
- Background information introduction Teacher introduce a short biography of Isaac Assimov & Background of writing this fiction and indicates that this is a work of science fiction.
- Active learning Strategies---Think-pair-share ----Teacher ask student to tell something about the future world’s education:
- How will people be taught?
- Describe what will future schools be like?
- How much will the science technology be involved in the future education?
![图片](/uploads/5/4/3/6/54369397/4873242.jpg?452)
Building the knowledge phase
---for remembering, understanding, applying
During reading: Strategy: think-pair-share
1. Ask a student to summarize what is being described in the passage.
2. The teacher then asks students to answer the first set of Text-dependent Questions independently:
- Why does Margie ask, “How could a man be a teacher?”
- What do Tommy and Margie find unusual about this book?
- Why does Margie hate school more than ever?
- What does Margie's mother say about how kids must be taught?
- How does Margie's teacher do things differently than a teacher in the old days would do things?
- With which statement would the author most likely agree? Why?
b. Computers are much better teachers than human teachers.
c. Schools of the past did not do a good job of teaching children.
d. Learning with others posing different ideas results in true learning.
- Describe the setting, character of the story and how did author organize the story.
- What is the author’s tone in this passage? How do you know?
4. Share their answers with the whole class.
5.Student work in group, and each group take charge of one part of Clustering sheet / character map sheet to figure out the main point of the whole story. (see above picture)
Sample of graphic organizer:
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character_map_graphic_organizer_-_word.doc | |
File Size: | 24 kb |
File Type: | doc |
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clustering_graphic_organizer_-_word.doc | |
File Size: | 25 kb |
File Type: | doc |
![图片](/uploads/5/4/3/6/54369397/3704087.png?518)
Consolidation phase
After Reading: Strategy--- Jigsaw Activity
1. Teachers list four questions for students to analyze, evaluate and synthesize:
2. Carry out Jigsaw activity to discuss above questions
After Reading: Strategy--- Jigsaw Activity
1. Teachers list four questions for students to analyze, evaluate and synthesize:
- 1) List the differences and similarities between Maggie's school and school in the old days.
- 2) What are the advantages of using computers in school? What are the advantages of employing human teachers? What are the disadvantages of an educational setting such as Margie's school?
- 3) The author of "The Fun They Had" wrote in the 1950s about life as it could be in the 2050s. How accurate do you think his predictions may be? Why?
- 4) How does the old book's portrayal of school compare to your school life? How is it different? What is your idea of a perfect school?
2. Carry out Jigsaw activity to discuss above questions
- Four or five students form four home groups
- Each member of home group is required to discuss one question in expert group
- Experts return to their home groups and take turns leading discussion.
- Share your ideas with the whole group
![图片](/uploads/5/4/3/6/54369397/1865409.jpg?379)
Vocabulary learning phase
According to students Word study Journal or Stoplight vocabulary strategy to arrange the explicit vocabulary instruction:
1.Teacher lists confusing vocabulary:
2. Ask students to discuss with their partners
4. Teacher discuss some difficult language points with students together
According to students Word study Journal or Stoplight vocabulary strategy to arrange the explicit vocabulary instruction:
1.Teacher lists confusing vocabulary:
- dispute
- adjusted
- nonchalantly
- mechanical
- insert
2. Ask students to discuss with their partners
- What’s the meaning of the words
- Where they come across the words
- What strategies they can use to memorize the words
- When would those word be used? Why? For what purpose?
4. Teacher discuss some difficult language points with students together
![图片](/uploads/5/4/3/6/54369397/8521035.jpg?198)
Argument Writing Assignment
1. In a well-developed composition, make a claim and provide support based on this prompt:
Do you believe that Margie and her friends learned more from an individual computer- based tutor in her home than in a traditional school? What do you most like about school? What would you change about it if you could?
Use information from the text and your discussions to support your answer.
2.Students will take their essay to the class and teacher will assign peer assessment to their composition with rubric.
1. In a well-developed composition, make a claim and provide support based on this prompt:
Do you believe that Margie and her friends learned more from an individual computer- based tutor in her home than in a traditional school? What do you most like about school? What would you change about it if you could?
Use information from the text and your discussions to support your answer.
2.Students will take their essay to the class and teacher will assign peer assessment to their composition with rubric.
![图片](/uploads/5/4/3/6/54369397/1200015.jpg?194)
Further discussion---Life in the Future
1. Ask each group raise at least one question about future life on the Question Board, such as :
•Beside future school, what do you think the future life would be different from nowadays?
•What change will happen? Do you like that change? Why or why not?
•What problem it will have?
2. Students give their answer to others’ questions online forum / on blackboard.
3. Each group will write a report or do a presentation for the topic.
1. Ask each group raise at least one question about future life on the Question Board, such as :
•Beside future school, what do you think the future life would be different from nowadays?
•What change will happen? Do you like that change? Why or why not?
•What problem it will have?
2. Students give their answer to others’ questions online forum / on blackboard.
3. Each group will write a report or do a presentation for the topic.
More Sources:
http://www.alittlehistory.com/future.htm
http://www.alittlehistory.com/future.htm
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
world_of_the_future.doc | |
File Size: | 26 kb |
File Type: | doc |