The Cow and the Goose
Learning objective: Learn to read with annotations.
We have always thought that this unit is learning annotations, in fact, what this unit really wants to learn is to learn to use annotations. Learning annotations and learning annotations are completely different, and the annotations of learning annotations are unfamiliar, and the emphasis is on acceptance; Learning to use annotations is familiar, with a focus on practice. In the fourth grade, we're going to use practice-based annotations.
The underlying logic
Are annotations a policy
Many people think of annotations as a reading strategy. Upon query, there is an annotation policy in the reading strategy, but learning annotation it is not a policy unit, which belongs to our method application unit. Why don't children like to use strategies when they learn them? For example, why don't children always use the strategies of predicting, asking questions, and speeding up reading in the strategy unit? The real reason is that the text is wrong. Because the text is too obvious, there is no need for prediction strategies, because the teacher is always asking questions, there is no need to ask questions, and because the article is too short, there is no need to speed up reading. So what kind of essay selection helps students use these strategies? In fact, it is the new curriculum standard this time, and these strategies are used throughout the reading of the book.
How to practice annotation
When you are reading the whole book, the content of the book is often long enough, rich enough, and the plot changes greatly and very large, and this is when it comes to using strategies to predict, ask questions, and speed up reading. Note here that the entire book must be read with annotations. First, it marks what you've already read; Secondly, it can record the focus of your attention; Finally, annotations are an important way to organize and summarize the content of a book. All annotations apply to the entire book. The selection of our current Chinese subjects is actually just a small military training, or a kind of virtual training in the future.
In language class, we usually can't read the whole book directly. So how to solve this problem? An important way to do this is to design difficult questions to pique students' interest. The priming method refers to the fact that when students cannot solve the problem through natural reading, they initiate a related reading strategy to solve the problem. This is an important teaching principle. For example, understanding words in context is a reading strategy. Normally, we don't specifically look for context to understand each word, but when we encounter unfamiliar or unfamiliar words, context becomes a natural response. When continuous context during reading also does not help with comprehension, we can try to use tools such as dictionaries to consult the interpretation of related words or phrases.
Have you noticed? Only when we encounter difficulties will some strategies be activated to solve the problem. This is because these strategies often serve as our coping mechanisms and we only consciously use them when needed.
Are annotations new knowledge?
We began to learn "notes" in the first grade, which manifested themselves as circles and annotations. By the third grade, we began to learn "batches". In reading questions, we are often allowed to appreciate the benefits of a sentence, and "batch" at this time refers to appreciation. In addition, we will encounter a lot of questions about "why", and "batch" at this time refers to interpretation and explanation. Some questions will ask you "how to do it", and the "batch" at this time refers to analysis and thinking. There are also questions that ask you "do you agree", and the "batch" in this case refers to judgment. Sometimes the title asks "What would you do if it were you?" and "batch" refers to creative expression.
The five question types of appreciation, interpretation, analysis, judgment and creative expression are encountered in daily practice, and they are actually used to assess reading performance and cognitive ability. These question types are also common when we take the reading test. Therefore, these five question types play an important role in the reading test.
Based on the above analysis, we find that the underlying logic of annotation can be used to cope with the reading test. That's why it's important to learn annotations as a stand-alone unit.
Body learning
The lesson "The Cow and the Goose" is for us to learn annotations, let's not dwell too much on the text, pay more attention to the use of annotations. There are 5 comments in the text:
Part 1: Is this really the case?
Part 2: Run away - bitten by a goose - call for help, that panic, written very truthfully.
Part 3: How energetic the goose was before, how embarrassed it is now.
Episode 4: "Laughing with tears", the change of things is too sudden for "me".
Place 5: It seems that the goose is not terrible, as long as it is not afraid of it, the goose does not dare to bully.
How is the teaching process?
1. Learning and exchange platform
There are several secrets in the communication platform:
1. Explain the three angles of annotation: the place where the writing is good (appreciation), the place where there is doubt (questioning), and the place where there is inspiration (thinking and feeling). Be careful to annotate during reading. The three annotation angles are critical. First of all, as a beginner, don't be greedy for more, learn step by step; Secondly, these three angles are representative and suitable for fourth-grade students to operate.
2. Explain the meaning of "batch" and "note". Annotation is the act of marking words and sentences and writing simple criticisms during the reading process.
3. The order of methods for learning to use annotations is given. The way to learn annotation is to read the article first, then make annotations, and then read the article after making annotations.
4. Point out that the best way to teach this unit in annotation is cooperative learning.
2. Read texts and annotations
The annotations in the textbook are all from the textbook editor. And the annotations of the editors are from the perspective of children, which is the advanced point of the editor. Let's take a closer look at the 5 comments in the article, what exactly did the editor comment?
In the first place, a question is approved, which is "approved" from the perspective of questioning;
In the second place, an evaluation was made, which was "approved" from the perspective of appreciation;
In places 3 and 4, they all write about their own feelings and experiences, and they are "criticized" from the perspective of appreciation;
In the fifth place, I wrote a summary, which is an inspiration after reading the entire text
Why start from an angle here? Cut into this link, we can sort out the information while solving the problem after class. At this stage, we are still in the beginning of learning.
Third, learn annotation from editors
The purpose of our unit is to learn the annotation method, so how to learn to use annotation? Learning to use annotations is a three-step process: watch someone else's demonstration, learn someone else's method, then practice and practice it yourself.
Questioning annotations
Let's look at the first annotation first: this annotation, it is a learning result, and what we want to study is how this result came about. We can follow the one that says in the communication platform
Read the paragraph corresponding to the first comment first:
How to learn this paragraph?
1. Read the text first and read the paragraph corresponding to the first comment
2. Ask yourself questions after reading and let students have their own questions
3. Read the comments and compare the comments with the questions of "me"
4. After comparison, extraction method
After these four steps, we found that annotation is to say something bluntly and ask when asked. From the perspective of doubt, we have come to a rule that is not to think too much, ask whatever doubts, write down the questions and it is done.
5. Practice and annotate with questioning methods. Use the fourth paragraph as a demonstration for students to practice questioning and annotating. Practice what you learn.
Heuristic annotations
Let's practice the comment on the fifth place again: why can we talk about the fifth place first? Because according to the above learning, we know that the first place is the angle of questioning, the second, third, and fourth places are the angle of appreciation, and the fifth place is the angle of inspiration. Let's start with a single column.
How to learn?
1. Browse quickly
2. Freely say the summary and experience
3. The third step is still to read the comments. Compare your own experience with the editor's comments
4. Refining method. What we gain in the inspiration section must be relevant to the original text and learn from the editor's comments.
Appreciative annotations
Appreciative annotations are common, so they are used at least 3 times in this lesson. In the teaching of appreciative annotations, we need to merge similar items and choose the key points.
Among the three appreciative annotations, we focus on the annotations of the second natural paragraph
Original:
Teaching process:
1. Read the text
2. Talk about experience
Students are invited to talk freely, what kind of mood did the author feel after reading the text? We know the author's mood here: fear, panic
3. Marked in the palindrome
Words and phrases marked with "fear" and "panic".
So why label words that are in such a mood? For the first time, the mood here is tied to the second question after class, and the second learning goal of our unit happens to be. Sentences in the text, such as "exclaim", "frightened", "running", "crying", "yelling", etc., express the author's panic and fear. These words reflect a series of actions and emotions experienced by the author, and we have marked these words that indicate the author's panic and fear in the text to confirm the existence of this mood.
4. Write down "your" reading evaluation directly with comments
After reading this paragraph that the writer is afraid of, some students may sigh that "the author's mood is so true", and these students can write their own evaluations.
Now there are words in the text that they have just circled, and at the same time there are evaluations written by themselves, and we can superimpose the words and evaluations, which is the annotations written by the textbook editors in the text:
Students compare their own evaluation with the evaluation of the textbook editor, only to understand that such a complex and advanced annotation is the learning result after reading, circle, and evaluation, and this part of the learning results creates a successful learning experience for students.
The first trick must be to create a task situation. In fact, annotations are available in a single article, but the most effective ones are probably when reading the entire book. Chinese Myths and Stories is the recommended reading of the entire book in this textbook, and annotations will play an important role in the reading of the entire book.
Therefore, our mission scenario is designed to recommend Chinese mythological stories to foreigners. So how to recommend this book to foreign friends?
Our task is to recommend annotated versions. Annotate N highlights of Chinese mythology and stories. In the annotation, we focus on the part that we recommend to appreciate, and we recommend this mythical story to foreign friends after annotation.
So how to do it exactly?
Step 1: Try to annotate the same article first
Step 2: Share this annotation
Step 3: Read freely, annotate multiple articles in groups
Step 4: Sort out and summarize high-quality annotations
By writing copy and brainstorming annotations, you can eventually form an essay called "N Points of Chinese Mythology and Stories".