CI513 Instruction and Technology Lesson Planning Guide
Name(s): Kristina Gale
Age/Grade Level:
4
Subject Area(s):Lang. Arts, Library Skills
Unit:
Topic: Parts of a book
Time Allotted: 45 minutes
Library Skills
Preparation:
Purpose/rationale for the lesson: Why are you teaching this lesson? To teach
students the different parts of a book such as title page, table of contents and index.
What curriculum framing question or essential question is addressed in this
lesson?
What kinds of information can we learn from a book just by checking the
title page, table of contents and index?
What district, state or national curriculum standard(s) will you target in this
lesson?
EL.04.RE.18
Find information in specialized materials (e.g., atlas, magazine, catalog).
EL.04.RE.16
Read textbooks, biographical sketches, letters, diaries, directions, procedures,
catalogs, magazines, and informational books.
Prior Knowledge/Background Information: What concepts and/or skills do
students need to have in order to be successful in this lesson? Students will
need to know the following vocabulary terms: title, author, publisher and illustrator.
Learning Objectives for the lesson: What do you expect learners to know
and/or accomplish as a result of participating in this lesson? How are you
incorporating higher order thinking? Students will be able to identify the title
page, table of contents, and index in a nonfiction book. They will also learn
how the information on these pages can help them in locating needed
information.
2/16/2016
Portland State University Graduate School of Education
1
Key Concept(s): What concepts (related to content and/or process) will
students encounter as a result of this lesson? Students will become familiar with
using the title page, table of contents and index. This will help them find information
when researching.
Key Question(s): What questions/prompts will you build into your lesson
plan to foster student engagement and higher order thinking? How can we
quickly locate an answer to a question inside of a book that is 200 pages long?
Materials/Resources Needed: Nonfiction book, worksheet, Parts of a book
Powerpoint, projector, document camera and computer.
What appropriate use of technology will this lesson employ for teacher? For
students? (ex. presentation or publication) I will use a power point called Parts of
Book to help aide the discussion.
Procedures: Overview of the lesson and time estimate for each
component. Include expanded descriptions of what the teacher and
students are doing.
Hook or Anticipatory Set: Introduction - how will you ‘grab’ students’
attention and get them ‘set’ for learning? First we will listen/sing this song: This
one is to the tune of "The Farmer in the Dell" and teaches some library terms:
The author writes the book, the author writes the book,
Hi ho librario, the author writes the book.
The illustrator draws, the illustrator draws,
Hi ho librario, the illustrator draws.
The publisher puts it together, the publisher puts it together,
Hi ho librario, the publisher puts it together.
The copyright tells us when they made the book and then,
Hi ho librario, we'll sing it once again!
2/16/2016
Portland State University Graduate School of Education
2
I will then ask: Have you ever wanted to find an answer to a question in a book but
you didn’t want to read the whole book to find it?
Body of the lesson: Major items or activities in the order they will occur.

Introduction (20 minutes): Students will be in groups of four. Each table
will have 4 nonfiction books on it. I will use the power point to first refresh
student’s memory of what the title, author and publisher are? From there, I will
use the document camera to model where the title page, table of contents and
index are located in a book and teach what each one is used for. After teaching
each part, I will use the end of the power point to quiz students in groups about
what a title page, table of contents and index is.
Transition: Now that I have showed you where to find these different
parts, I want you to use the books on your table to answer the questions
on your worksheet.

Apply what they have learned (20 minutes): Students will use the
nonfiction books at their table to provide answers to the questions that are on
their worksheet.

Closure (5 minutes): This session will end by discussing the following
question: What three parts of a book can you use to help you find information
when you are researching?
Extensions/Differentiations: How will you adapt this lesson for students with
cultural, linguistic, and cognitive differences? Students will be working in groups
and I will be checking for student understanding. Individual instruction will be applied
as needed.
Attention to Literacy: How is literacy addressed in this lesson? This lesson will
further students development of information literacy by learning how to use the
various parts of a book to locate information.
Assessment:

Evaluation of student learning: How will you determine what progress
the students have made toward accomplishing the learning
objective(s)? I will be doing some careful observations and checking in with
each group to see how they are doing. My closing questions and worksheet will
be a good indication of how much progress students have made and if they
accomplished the goal.
2/16/2016
Portland State University Graduate School of Education
3


How will higher order thinking be incorporated into your assessment of
student learning? Students will have to apply what they have learned by
finding the different parts in a book and recording the information they find.
What criteria will you use? Students will be assessed based on the following
rubric:
CATEGORY
3
2
1
Problem-solving Actively looks
for and suggests
solutions to
problems.
Refines
solutions
suggested by
others.
Does not suggest
or refine
solutions, but is
willing to try out
solutions
suggested by
others.
Does not try to
solve problems or
help others solve
problems. Lets
others do the
work.
Working with
Others
Usually listens
to, shares, with,
and supports the
efforts of others.
Does not cause
"waves" in the
group.
Often listens to,
shares with, and
supports the
efforts of others,
but sometimes is
not a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others.
Often is not a
good team player.
Quality of Work Provides work
of the highest
quality.
Provides high
quality work.
Provides work that
occasionally needs to
be checked/redone by
other group members
to ensure quality.
Provides work
that usually needs
to be
checked/redone
by others to
ensure quality.
Pride
Work reflects a
strong effort
from this
student.
Work reflects
Work reflects
some effort from very little effort
this student.
on the part of this
student.

4
Almost always
listens to, shares
with, and
supports the
efforts of others.
Tries to keep
people working
well together.
Work reflects
this student's
best efforts.
Reflecting on the teaching process: (To be completed after the lesson is
developed and/or taught)
1. What worked well? What would you do differently to improve the lesson?
2. What went through your mind as you planned this lesson? What
questions do you still have about the lesson?
2/16/2016
Portland State University Graduate School of Education
4