HToney

Holly Toney

I plan to approach the need by the following steps. First, I will introduce the key terms for parts of a book such as cover page, title page, table of contents, glossary, and index. Each part of the book will be identified using a nonfiction big book. Then each part of the book will be clearly defined. I will use a Think Aloud to demonstrate the meaning of each book part. Next, I plan to show a PowerPoint slideshow to the class on Parts of a Book. As the students view the PowerPoint, we will discuss the questions asked on the slideshow together. I will address any questions as needed at this time. Also, during this Guided Practice, I will have students, at random, label a book the teacher has chosen. Students will identify parts of a book and label with a sticky note (pre-labeled). The teacher will call on students randomly to label the book.
 * 1) **Plan of Action [POA]: **

During Independent Practice, the teacher will give each student a book about animals. The students will identify the book parts and label each. Then students will be divided into small groups to play a game of matching parts of a book.

For a closure activity, I will show a pre-labeled chart to the class. Then I will name each part and ask if it is labeled correctly. Next, I plan to randomly choose students to correct the chart. The students will have to justify why items are correct or not.

As an assessment, the students will complete an exit slip and write whether the book parts on the chart are labeled correctly on a given book.

Holly Toney **Parts of a Book ** **TNU Lesson Plan Format **
 * Standard(s): ** 0101.83 Identify parts of a book (e.g. front cover and back cover, table of contents, index, glossary, title page, author, and illustrator).
 * Essential Question(s): ** Can students identify which parts of the book to use to find specific information? Students will understand that a book has different parts that help us to gather information easier such as using a nonfiction text on African animals to research a certain animal. Also, a child can make connections to real animals seen at the zoo fieldtrip based on the animals read about within the text.
 * Lesson Goal: **Students will be able to identify the parts of a book. Students will be able to identify what each part of the book does.
 * Objective(s): **Students will identify basic key words for parts of a book and their meanings.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prior Knowledge: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should know that a book is a resource used to find information on a specific topic. They should also know what title, author, and illustrator mean.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will hold up a nonfiction Big book for the students to look at such as __Life on the African Savannahs__. Then the teacher will ask students to identify the title, author, illustrator, and spine as the teacher points to each. (about 5 min.**)**
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Focus: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will introduce the following key terms for the parts of a book: front cover, title page, table of contents, glossary, and index using a chart. (about 10 min.) What are the parts of the book? What does each part mean? How will I use each part of the book?
 * 3) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Correlation: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The lesson will be organized so that students are first introduced to the parts of a book. Expectations of the lesson will be clearly defined as part of the focus of the lesson. The focus will be for each student to be able to identify the parts of a book. This is important so students know what parts of the book are used to find specific information. This lesson integrates well into reading, language arts, and science. Students must be able to read the parts of a book and their meanings. Students will practice writing the terms to match book part meanings. Students will be exposed to science because of the content of the books on various animals.
 * 4) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Guided Practice: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The teacher will identify parts of a book and their meanings using a chart. Teacher will model/demonstrate this task by using a Think Aloud. Then students will view a brief PowerPoint presentation on parts of a book. While watching the slideshow, the students will answer questions along with the teacher. Students will identify parts of a book and label with a sticky note (pre-labeled). The teacher will call on students randomly to label the book. (about 10 min.)
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Independent Practice:** Teacher will give students a book on animals. The students will identify book parts and label with word card labels. Then students will be placed in groups of four. The students will play Parts of a Book Matching Game (teacher-made). Students will use categorization problem-solving skills to label book parts and play matching game. (about 20 min.)
 * 6) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will show a pre-labeled chart to the class. The teacher will name each part and ask if it is labeled correctly. Then teacher will randomly choose students to correct the chart. Students will have to justify why items are correct or not. Predicting outcomes will be used to predict which card is labeled correctly/incorrectly on chart during closure activity. Also, this is using justifying problem-solving skills.
 * 7) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher observation of oral and written responses on guided and independent practices.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher will assess written responses on an Exit slip of Parts of a Book**.**