OUTCOME: Students will be able to locate information in a book, using the clues given by the order and headings of the book. Students will understand basic organization of print material.
CONDITIONS: This lesson should require one class period of one hour.
ACTIVITIES:
| TEACHER | STUDENT |
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¨ Give an overview of your specific textbook. What are the parts of the text? Name these as you look at them: table of contents, index, glossary, pictures, captions, typeface, and paper…. Divide the students into teams. Give each team a list of 10 detailed questions to answer using the textbook. Arrange these questions hierarchically, from easiest to most complex. Give a prize to the first team to finish.
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¨ : Read all of the questions first. Do you want to divide your team by the questions or work on all at once? Think about this a little at first |
MATERIALS: Subject-specific textbooks
MODIFICATIONS/ACCOMMODATIONS: Give fewer questions. Make the questions less difficult. Give hints as to where to find the answers.
Example questions (English): Level 1: Using your text, locate a famous sonnet by Elizabeth Barrett Browning. Note the page number and how you found it.
Level 2: Using your text, locate specific information about the early years of Jack London, including the description of his first published work and where it was published.
Level 3: Using your text, locate information about the history of the Harlem poets. Name at least 5 of the most significant poets and why they are considered to be so.
METHOD OF ASSESSMENT: Grade answers from teams, giving extra credit for speed and detail.
Standards: WCCUSD Language Arts Standards and Benchmarks
2.1 analyze (1) the structure and format of workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes.