1. Name: Fiona B. Griswold Cooperating teacher-librarian: Deb Newell
Date: September 8, 2010 School & City: Thomas Paine Elementary, Urbana, IL
Lesson Title: Research Skills: Parts of an Information Book
Grade level: 4th Length of lesson: ~ 30 min
Purpose: The purpose of this lesson is to review the parts of a book covered in 2nd grade
(cover, title page, spine, etc.), as well as those key features found in most information books
(Table of Contents, Index, Glossary, Bibliography, photos, charts, diagrams, tables, graphs,
captions), which were discussed in 3rd grade. Students will also be guided in note-taking via a
graphic organizer that will be provided and will be “introduced” to the document camera.
Learning Outcomes: After this lesson, students will
 recall the various parts of an information book and how to use them to obtain information
about a topic of interest
 have successfully practiced taking notes using a graphic organizer.
Illinois English Language Arts Learning Standards:
 1.C.2f Connect information presented in tables, maps and charts to printed or electronic
text.
 4.A.2b Ask and respond to questions related to oral presentations and messages in
small and large group settings.
 4.B.2b Use speaking skills and procedures to participate in group discussions.
 5.A.1b Locate information using a variety of resources
 5.A.3a Identify appropriate resources to solve problems or answer questions through
research
 5.B.1a Select and organize information from various sources for a specific purpose
 5.B.1b Cite sources used
 5.B.2a Determine the accuracy, currency and reliability of materials from various sources
 5.B.3a Choose and analyze information sources for individual, academic and functional
purposes
 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual
and electronic formats
Standards for 21st Century Learner:
 1.1.2 Use prior and background knowledge as context for new learning.
 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
 1.3.3 Follow ethical and legal guidelines in gathering and using information.
 2.1.2 Organize knowledge so that it is useful.
 2.4.3 Recognize new knowledge and understanding.
 3.1.3 Use writing and speaking skills to communicate new understandings effectively
 4.1.5 Connect ideas to own interests and previous knowledge and experience.
 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for
personal interests and needs.
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2. Materials Needed by Librarian:
 Sets of Scholastic Planet Books
 Document Camera
 LCD Projector
 Graphic organizer with list of parts of a book
 Pen or Marker
Materials Needed by Students:
 Pencil
 Graphic organizer with list of parts of a book
Instructional procedures:
For this lesson, Mrs. Newell and I will be co-teaching. I will be delivering the majority of the
content of the lesson, while Mrs. Newell observes the students and checks for understanding. If
she feels that I have lost someone, forgotten a key point, or have been unclear in my
presentation or questioning, then she will follow up to clarify or add to the lesson.
Focusing event:
Recall that in 3rd grade (last year) the students studied the solar system including individual
planets that compose it. They also, during their library classes, learned about how to use non-
fiction or information books to find details on a topic of interest or to complete a project or write a
report for school. This morning, we will be using simple books about the planets to review and
take notes on the parts of an information book.
Input from you:
1. Distribute the Scholastic planet books--one to each student.
2. Distribute the worksheet on which they can make notes about the parts of a book and
their function. Explain the type of information that should go in each column.
3. Begin to review the parts of a book, beginning with those that should be most familiar to
them:
a. Cover - title and author, tells what book is about, need info for bibliography
b. Spine - call number, if numbers, found in non-fiction…
c. Title Page - publisher and sometimes copyright date - for bibliography
d. Reverse side of Title Page, or Title Page Verso - copyright date, issues of
currency, talk about “updated”
e. Table of Contents - chapters or 1st-level heading, in order (front to back), page
numbers, have student point out chapter for specific topic.
f. Glossary - similar to dictionary (defines new words), but specific to individual
book; usually at the end of a book, have students look at bold words in text -
why? Also gives pronunciation of word.
g. Index - list of words or phrases--headings or keywords--important to the topic of
the book and page numbers where you can find information about these words or
phrases; usually arranged alphabetically; usually at the end of a book. Talk about
difference between comma and hyphen between page numbers.
h. Illustrations/diagrams/charts/graphs/tables - ways to present information about
the subject, often in a simpler graphic or visual format.
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3. i. Caption - brief statement that describes or explains a photo, illustration or
diagram (and, perhaps, a chart graph or table). Sometimes provides information
not found anywhere else in text of book.
Guided practice:
As we discuss each of these elements of a book, call on individual students to explain what
these are or to demonstrate use of one of these sections (e.g., index--identify a key word and
give page numbers).
Closure:
 Tell students that though this should have been a review of parts of an information book
using a simple example of one, the parts and skills necessary to use them are the same
in larger, more complex texts and, to some extent, in looking for information online.
During the year, Mrs. Newell or I will be introducing other research skills that will build
upon today’s review.
 If time remains, give students time to complete notes on their graphic organizer, which I
will collect to review and return to them later.
Check for understanding:
Assess students’ understanding of the lesson and the concepts being presented throughout the
lesson by visually checking to see if students are able to locate the various parts of their book
by flipping them open to the correct page. Also assess understanding by asking questions
during the lesson about where to find information about specific subjects using the Table of
Contents and Index of the book, sometimes calling on volunteers, but other times calling on
specific students who do not raise their hands to ensure that all students are listening/following
along.
What’s next?
During the remainder of the year, at various times, students will be introduced to increasingly
complex ways of searching for information, taking notes for a report and creating a bibliography.
Today’s review of some key concepts and elements of a print source will, hopefully, activate the
students’ knowledge about these topics that have been presented and practiced in previous
years.
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