"Picture Peach"
First, start with painting
1. Children, do you know? There is a kind of painting called "sketching", what is "sketching"?
(1) Look at it seriously
(2) Draw what you see
(3) Depending on the angle of viewing, the painting must be different
2. Show some "sketches" (still lifes)
3. Show star fruit (real thing/photo)
4. Display text illustrations (free communication)
(1) Children, that five-pointed star, is this star fruit?
(2) From what angle can I see that it is star fruit?
(3) If you saw star fruit like this, how would you react?
5. Read the first paragraph aloud
Reading up and down the contextual literacy.
2. Textual study
1. Combing and Exploration (Sketching Logic)
Combing: My Paintings (Starting from Position, Angle, See, Effect)
(1) Where is my location?
Front row, facing the podium.
(2) What is my perspective?
Opposite
(3) What do you see?
Five corners of things
(4) How effective is it?
accurate
(Build scaffolds, sort out writing logic, and migrate in the future.) ）
2. Introduce from "words" (from "painting" to "words")
Look at the post-class questions:
(1) Focus on the conversation
I found that there were a lot of dialogues, with a total of 18 natural paragraphs in the full text.
(2) Presentation of courseware
Presentation: paragraphs 5 and 12
Question: Children, who is speaking in paragraphs 5 and 12?
teacher
(3) Pay attention to the sense of structure (the value of teaching the second stage)
In this way, we divide the whole text into three parts: when the teacher is not speaking, when the teacher speaks for the first time, and when the teacher speaks for the second time, so that the front and back are divided, and there is a sense of structure.
3. Learn the first group of dialogues: paragraphs 2-4
(1) Read it and annotate
After reading paragraphs 2, 3, and 4, we annotate separately: laughing, asking, and laughing
(2) Read the questions
Is there a problem with this question?
Yes
Is this the case with star fruit? In fact, the child's question is to express "negative", star fruit is not like this!
(3) Read exclamation sentences well
What does it mean for children to be "not as good"?
It's not, it's not as good, it's not good, it's not counting......
What might it be?
pentagram
What might as well be a pentagram?
carambola
Let's emphasize the words "it's better to do better" and try to read this exclamation well. (When reading aloud, pay attention to words, pay attention to punctuation, and pay special attention to the implementation of language training.) ）
(4) Kari
Students, have you noticed? The 2nd-4th paragraphs are all students entertaining themselves, it is a dialogue between students, it represents the students' point of view, so I want to ask, just like this, what do students think of the painting of "me" in the text?
Distorted, ridiculous, and poor
Do the students have the same views? Think I'm drawing poorly.
be
4. Learn the second group of dialogues: paragraphs 5-11
(1) Read paragraph 5
A. Q: What did the teacher do?
Look at; Hold up the paper for everyone to see
b. Use the "form" to look at it from a different angle
Bring up the "My Drawing" courseware page, and replace "My Drawing" with "Teacher's Review". (The teacher's position, angle, seeing, and effect are all the same as "me")
Compare the two courseware and sort out the results: After the teacher examined it, he found that it was completely consistent with what "I" saw at the time. (During class, the students in the class also have the perspective of "me" and "teacher")
(2) Read paragraphs 6-11
It's still a question (teacher) and a sigh (student)
The teacher asked very seriously, how did the students answer?
Not seriously.
The students are still ignorant, where do you see it?
The student replied, "Funny."
Let's read: "Okay - laugh! (Courseware)
The teacher is really asking, and the student is really ignorant.
5. Learn the third group of dialogues: paragraphs 12-17
(1) Read paragraph 12
a. Q: What did the teacher do?
Let my classmates sit in my place and watch.
b. Use the "form" to look at it from a different angle
Go up the "My Drawing" courseware page and replace "My Drawing" with "Classmates' Review". (The position, angle, view, and effect of the classmate are the same as "me".) ）
(2) Read paragraphs 13-16 (one question and one answer)
Guided reading of ellipses: Intermittent is the secret of ellipsis reading, give it a try. (Focus on punctuation to spot changes in students' perspectives)
Carding: My classmates began to laugh at me consistently, then insisted on laughing at me, and then began to change, and became a little ashamed, when my classmates looked at me from my point of view, they saw the same star fruit as I saw.
(3) Read the 17th paragraph and understand "Pleasant Beauty"
a. Children, what does "pleasant face" mean?
The teacher spoke very kindly to the students and did not blame the classmates at all.
b. Why is the teacher kind to the students?
This question can't be answered by children, we have to disassemble it:
Q: Does the teacher care about me?
care
Yes, when I was ridiculed, the teacher was looking at me to see if I had done anything wrong.
Q: Does the teacher care about the class?
care
That's right, when the whole class has a problem, the teacher guides the students to learn to empathize.
Q: What does the teacher want to praise her?
Praise her for what she looks like.
Q: What does the teacher praise the class?
Praise them for improving, they are all good children.
Summary: Because the teacher cares about me and my classmates, her praise is realistic, and the teacher is very pleased to see the progress of the whole class.
6. Learn the 18th nature
Children, what do you mean by "teaching"? (Let the children look up the dictionary)
Both knowledgeable and reasonable.
What about the teacher is unforgettable? (Let the children read the full text)
(1) Paragraph 5: Teacher's actions
(2) Paragraph 12: Teacher's method
(3) Paragraph 17: Teacher's teachings (pleasant attitude)