Name:AnaMiguel Subject:Literacy:Composingnonfictiontext Topic:TableofContentsandIndex

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

WritingStandard:2.Useacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatory textsinwhichtheynamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students understand the function of the table of contents and index in a nonfiction text.
Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective?

Students will work collectively to come to a consensus about our books table of content titles and our books index.
What modifications of the above assessment would you use for language learners and/or students with special needs?

Students will work as a collective whole. Students will be asked to use a thumbs up and thumbs down system when appropriate. English language learners will be able to practice their responses with their think-pair-share partner. Students with special needs will be allowed to join us on the carpet or sit in a nearby desk while still participating.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences

Students are able to work cooperatively with a partner. They know what putting words in alphabetical order means.
Strategy to connect school learning with prior experiential knowledge and/or cultural background Students have been working on this book for the past few weeks. They are aware of their topics and each others. In addition, they will be practicing their alphabetization. Pre-assessment strategy

Ask students to identify whether the table of contents lists only chapters by chapter 1 or if they have titles. In addition, where would I find a very particular topic in a big book? What could help me?
Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?

Table of contents Index

Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy.

All learners will work cooperatively as a whole group to come to a consensus about our table of contents. The ELL students who are struggling will be paired up with a native English speaker to help them hear the responses of native English speakers.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing.

Time

Teacher

Students

Resources/ Materials

Our book is coming along so well! We have over 18 pages! Q1: For example, if someone wanted to find out about our centers. Where should they look to find out what page its on? Q2: What about if someone just wanted to know about recess where could they could look to find the page that talks about recess? We could look at our table of contents since the table of contents tells readers how our information is grouped together and in what pages to find it. What if I wanted to know about recess and I didnt know what chapter it was under? Where else could I look? The index!

Students are on the carpet listening and participating.

Students blow the answer into their hands and release it at the same time.

Students pages, our table of contents, pictures, sticky notes (about 22), sample nonfiction text.

Students are observing a sample nonfiction text.

The index is like the pictures, it tells you exactly what is on each page in one word. Lets go through our pictures and describe what its about in one word. (Use sticky pads to write down the one word). There is something extra special about the index too. It is in alphabetical order! So help me put these in alphabetical order. Now we have a table of content and an index! Students are helping put the words in alphabetical order by looking at the letters in the alphabet on the board or vocally saying the alphabet.