Introducing the Text
Teacher: Kathy Hill
School: District Office Instructional Services
Content Area Standard:
Preview Text
Literacy Standard:
Grades 9-10 Reading 1.1, 2.3, 2.6
Grades 9-10 Listening and Speaking 1.3
Instructional Objectives
 Definition of what is
to be taught and
learned
Curriculum
 Lesson Content
The objectives are to de-mystify the textbook and to familiarize the students with
the format and contents of the text.
Instructional Delivery
 Procedures
 Strategies
Scavenger Hunt (attached)
This classroom assignment works well for the class period in which students are
issued their textbooks.
Instructor can demonstrate an item and model what type of answers are expected.
Students can work alone or with partners; partner work is especially helpful for EL
students or students with low reading levels.
Evidence/Assessment
Accurate completion of assignment.
Ability to accurately use textbook and find resources within the textbook.
Accommodations
 Reading difficulties
 Advanced learners
 English learners
Text
Instructional Materials
For EL students or those with reading difficulties, have the students work as
partners.
For advanced learners, set a time limit; use #13 as an extra credit problem; have
them write one or two items of their own.
Prentice Hall Pre-Algebra, 2001.
The lesson content is to accomplish familiarity with the course textbook. Some of
the items included are title page information, table of contents, index, and
glossary. Students are also asked to look up vocabulary words and compute
simple arithmetic problems related to pages in the book.
From the Lenski text, modeled from 2.1 teaching strategy 2, page 11
Goal: To de-mystify the textbook; to familiarize students with the text
Course: Foundations 1 or 2
Text: Prentice Hall Pre-Algebra
Scavenger Hunt
On the day that students receive their texts, have them do a scavenger hunt within the book to find answers to
the following questions.
You may want to have students work in partners or have half of the class do the even numbers while the other
half does the odd numbers; question #13 might be considered extra credit.
1. Where would you find a definition for the word “variable”?
2. Who is/are the author(s) of this textbook?
3. What year was this text copyrighted?
How many years ago is that?
4. How many chapters are in this book?
How many chapters do you think we will investigate this year?
5. Which chapter is about probability?
On what page does it start?
6. How many pages are in chapter 5?
How many pages of “tables” are there?
7. Using the appropriate table, find the square root of 80.
What is the value of 80 x 80?
8. What is the answer to #33 on page 178?
9. If you look up “factor” in the index, how many different entries would you find?
10. If you need some extra help with multiplying decimals, is there a place in this book to look for this help?
Where?
11. Fill in the definition: A line graph is a graph that shows ___________
_________ __________ .
12. Small sections titled “Error Analysis” appear throughout each chapter. What is the purpose of those
sections?
13. How much larger population does Chicago have than Los Angeles?
On what page did you find this information?