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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 that name parts of a book.
  • Identify and locate different parts of a book.
Practice Book
Practice Book 3.1 p. 40
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE HOW MONEY WORKS
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on how money works. 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: How does money work? Brainstorm ideas for specific inquiry questions about money and how it works. For example, students might want to find out what banks do with money they receive. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Review how to begin a simple Internet search using a student-friendly search engine. Have students identify keywords and phrases related to their inquiry questions. Encourage them to limit the number of keywords they use. Students can identify useful Web sites by reading the descriptions carefully.
Analyze Have students explore the Web sites they identified on Day 2. Have them scan the sites for information that will help answer their inquiry questions. Students should analyze information to see if it is relevant to their question. Students can print pages that contain useful information and highlight relevant details.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they integrate important and relevant ideas from various sources to create an answer to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a short informational article about how money works for a school newspaper.
DAY 5
RESEARCH/STUDY SKILLS
Parts of a Book
TEACH
Ask students to name some of the parts of a book they know. Have students all look
at the same textbook as you define and locate these parts.
  • The book title is located on the front cover. It tells about the book in a general way.
    The book title often appears in other places, such as on the title page and on
    the spine.
  • The table of contents is near the front of a book. It lists the pages on which
    chapters or selections begin.
  • Chapter titles are listed in the table of contents and appear at the beginning
    of the chapters.
  • Captions provide explanations or additional information about illustrations.
  • Labels identify parts of diagrams, drawings, and graphs.
  • An index, usually in the back of the book, is an alphabetical list of topics
    covered in the book.
Have students look through their social studies textbooks to locate the parts
that are defined above. Ask the following questions.
  1. Where would you look to find out how the book is organized?
    (table of contents)
  2. What is one example of a chapter title?
    (Answers will vary.)
  3. What do labels on a graph tell us?
    (They give us more about the information included in the graph.)
 
ASSESS
Students should be able to locate the book title, chapter titles, table of contents, and index without too much difficulty. When they find captions and labels, check that they know how to use them.
For more practice or to assess students, use Practice Book 3.1, p. 40.
Parts of a Book
Parts of a Book