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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review terms associated with parts of a book.
  • Use parts of a book to find information.
Practice Book
Practice Book p. 210
with | without Answers
Practice Book
Practice Book p. 209
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE LIFE AT SEA
Use the following 5-day plan to help students conduct this week's Internet inquiry activity
on life at sea. Remind students to follow classroom rules when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: What is it like to live at
sea? Brainstorm ideas for specific inquiry questions. Students might want to find
out about someone who works at sea, such as a Navy medic, an oil rig worker,
or a cruise director. They may also want to learn about immigrants who traveled
to the U.S. on ships long ago or find out about life on a research vessel, such as
the Odyssey. Have students work individually, in pairs, or in small groups to
write an inquiry question.
Navigate/Search Have students use a student-friendly search engine and keywords related to their inquiry questions to identify a few helpful Web sites. If allowed, review how to bookmark relevant sites so students can return to them on Day 3 for a more in-depth analysis. Otherwise, students can print search results and circle relevant URLs or make a list of them. If students are listing URLs, emphasize the importance of copying URL addresses exactly.
Analyze Have students analyze the sites they found on Day 2. Tell them to review each site carefully for relevant information. Suggest they use a graphic organizer, such as a web, to record information they want to remember.
Synthesize Have students synthesize information from Day 3. Remind them to combine their ideas in an organized and logical way. For example, students can create an outline to prepare for Day 5 speeches. Discuss the importance of restating information in their own words to avoid plagiarism, but point out the need to restate facts and ideas accurately.
Communicate Encourage students to share their inquiry results by giving speeches about life at sea. Students should use an outline or notes from Day 4 for their speeches, not read information word for word.
DAY 5
RESEARCH/STUDY SKILLS
Parts of a Book
TEACH
Ask students to name and describe parts of a book. Write their responses on the board.
Add and explain these terms if needed:
  • A title page shows the title, author, and publisher.
  • A copyright page tells the year a book was published.
  • A table of contents lists chapter titles or section headings and page numbers for
    them.
  • A bibliography lists sources the author used to research or write a book.
  • An appendix is an addition near the end of a book that gives more information, such
    as a graph, chart, list, or table.
  • A glossary gives definitions of important words in the book.
  • An index lists a book's topics in alphabetical order and shows page numbers where
    information related to each topic can be found.
  • Captions tell more about a book's graphic sources.
  • Footnotes appear at the bottoms of pages. They give more information about words
    or ideas in the book.
Ask students to identify the part of a book they would look at to find specific information.
Use questions such as these:
1.
 Where would you look to find out when a book was published?
(on the copyright page) 
2.
 How could you find out if a book had any information on sailing in it?
(Look in the index or table of contents.)
3.
 Which part of a book tells you how many chapters it has?
(the table of contents)
Chart/Table
ASSESS
Give students books and check that they can identify the parts of a book and describe
information found in each part.
For more practice or to assess students, use Practice Book pp. 209–210.