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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 to name parts of an encyclopedia.
  • Use encyclopedias to locate information on a topic.
Practice Book
Practice Book 3.1 p. 90
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE GOOD CHARACTER
Use the following 5-day plan to help students conduct this week's Internet inquiry activity
on good character. 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: When are respect and understanding important in solving a problem? Brainstorm ideas for specific inquiry questions about personal responsibility and character. For example, students might want to find out how to handle difficult situations or how to get along with others who look at an issue in a different way. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Remind students how to begin a simple Internet search using a student-friendly search engine. Have students determine keywords related to their inquiry questions. Tell students to try to spell keywords correctly. Misspelling keywords may not provide the best search results. Point out that some search engines offer other spellings that can be selected. Students can read descriptions of sites to determine if a site will be helpful in answering their inquiry question.
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. Remind students to analyze the information to see if it is relevant to their questions. Students can print pages that contain useful information and then 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 poem about getting along with others or having good character.
DAY 5
RESEARCH/STUDY SKILLS
Encyclopedia
TEACH
Discuss with students when to use an encyclopedia. Invite volunteers to name topics
that might be found in an encyclopedia. Use an encyclopedia to show and define
these features.
  • A volume is one book in an encyclopedia set. Volumes in the set are organized
    alphabetically.
  • An entry is one article in an encyclopedia.
  • An entry word is the word or phrase that begins an entry. It describes the subject
    or topic of the entry.
  • Guide words appear in dark type at the top of the page. They tell the first and last
    entry words on the page.
Put students into small groups, and give each group an encyclopedia volume. Ask
groups to find the name of an animal that can be found in their volume. Have them
write the entry word and guide words on the page where the animal name is located.
After this activity, discuss these questions with the class. If online or electronic
encyclopedias are available, demonstrate how the computer makes finding an
entry easier.
  1. In what order would you find the entry words rhinoceros, rabbit, and robin? (rabbit, rhinoceros, robin)
  2. What animal name might you find in volume E–G? (Sample answer: fox)
Encyclopedia
ASSESS
As students look through the encyclopedia, make sure that they understand the
difference between entry words and guide words. Mention some simple subjects
and ask students to locate them in the encyclopedia.
For more practice or to assess students, use Practice Book 3.1, p. 90.