1. Parts of a Book
• Description
Your name: Shelley Daugherty
Date of lesson: 2/11/13 – 2/22/13
Cooperating teacher-librarian: Michelle Harris
Grade level: 2nd Grade
School & City: Heyworth Elementary, Heyworth
Length/number of lessons: 2 – 30 min. lessons
• Purpose: Teaching students to important parts of a book and contributors including: author,
illustrator, and publisher. Early preparation for citation information.
• Learning Outcome(s)/Learning Target
Students will be able to identify the following parts and contributors to a book:
Title, Author, Illustrator, Publisher, Copyright Date, Text, Cover/Jacket, Call Number,
Spine, and Table of Contents.
• Standards
1. Common Core State Standards for English Language Arts & Literacy
CC.2.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather
information from provided sources to answer a question.
CC.2.R.I.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CC.2.SL.2 Comprehension and Collaboration: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
CC.2.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional information, or deepen understanding of a topic or
issue.
2. AASL Standards for 21st Century Learner
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital)
in order to make inferences and gather meaning.
4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.
• Materials
Needed by you:
Day 1
A Book is Just Like You! By Kathleen Fox
Big Book (for example)
Parts of Book worksheet
Day 2
A Book is Just Like You! By Kathleen Fox
Parts of Book worksheet
Parts of Book Smart Board Lesson
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2. Needed by students:
Writing utensil
• Instructional procedures
Day 1:
Explain to students that we are going to review what they know about the parts of a book.
Have all students sit down at a table and give them the Parts of Book worksheet. Explain the
directions, and let them know we just want to see what they remember, and then have
students complete the worksheet.
After worksheet is completed, have students go to the reading area and read them the book
A Book is Just Like You by Kathleen Fox. (Do not read the pages which are flagged, these
are skipped over. Also, on page 7, only read about the author, illustrator, and publisher.
Omit the information on the editor and the designer from this lesson.)
After reading the book, use the big book as an example and have students come up and
identify some of the parts covered in the book. Discuss the other parts and contributors
covered in the book with students.
Have students line up and dismiss class.
Day 2:
Review the parts of a book and contributors with students briefly.
Have students move to the carpet and start the Smart Board activity of parts identification.
Allow at least 10 mins at the end of class for students to complete the Parts of a Book
worksheet again.
Have students complete worksheet and then allow them to read quietly until it is time to line
up.
Focusing event: Day 1 – Reading A Book is Just Like You
Day 2 – Smart board lesson
Input from you: I am making sure that students have several examples of the parts of
a book and include example which relate to themselves, parts of their body or family. I
am giving physical examples through several types of hands-on activities which help those
students with diverse learning needs.
Guided practice: Students will have guided practice on the first day by using the big
book as an example. On the second day the Smart Board lesson will also serve as guided
practice for the students.
Closure: Students will take the second assessment to see how much they have learned.
After the second day, students will move on to a new subject.
• Differentiation
1) The worksheet could be changed to eliminate a couple of options which might be more
confusing for students with differing ability levels. The difference in the sheets could be
made unnoticeable by telling students there are 2 forms of the quiz at the end.
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3. 2) Students with differing ability levels could work with the teacher to help them
understand the questions better. (do not give the answers but clarify/spend more time with
particular student.)
3) Students could be given the final quiz on computers instead of on paper.
• Assessment
Informal
Ask students questions during the discussion section at the end of Day 1.
Formal
Parts of a Book assignment sheet which is given before the lesson and then again after
the lesson is complete.
• What’s next? End of unit.
6/8/12 glb