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Formal Observation 3 Lesson Plan

Name ___________Brianna LeMon___________ Title _____Index Treasure Hunt_____

Grade ___2___ Subject Area ____ELA Text Features_____ Length of lesson ___40 min.___

1.NEWMEXICOACADEMICCONTENTSTANDARD(S):
CCSS.ELA-Literacy.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

CCSS.ELA-Literacy.RI.2.2
Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.

CCSS.ELA-Literacy.RF.2.4.a
Read grade-level text with purpose and understanding.

2. OBJECTIVE(S):
Objective(s) What Students will learn I Can . . . statement
Students will be able to Students will learn the I can use an index and
articulate what an index is proper way to use an index explain how it helps me to
used for and where in a and will be able to explain become a better reader.
book it is typically found. that it helps them find
specific information they
may be searching for.
Students will be able to use Students will learn how to I can figure out the main
an index to help them gain a look at the words in an idea of a text by looking at
broad understanding of the index to give them an idea words in its index.
main idea of a given text. of what the text they are
reading may be trying to
teach them.

3. ESSENTIAL QUESTIONS:
What does an index look like and what is it used for?

How can an index help me to better understand a text?

4. LESSON SUMMARY:
Students will receive a short review over previously learned text features, then will
receive a lesson over the index of a book. They will apply what they learn in the lesson
by doing an index treasure hunt in which they will use the index in a chosen book to
help them find clues which will ultimately lead them to a prize. Students will complete
this activity in pairs so they will be able to help each other if they are struggling, and to
also help readers who may need a bit more assistance than others.
5. RESOURCES:
Teacher Resources:
-Index PowerPoint
-Promethean Board
-Sticky Notes
-Several Books with Indexes
-Prizes: Candy and/or Tickets
-You Wouldnt Want to Live Without Fire! by Alex Woolf
Student Resources:
-Lined Paper
-Pencils

6. LESSON COMPONENTS:

a. INTRODUCTION/ READINESS
-Students will gather on the carpet where they will review the text features
they have already learned. They will be asked to name some text features and
tell what they are used for, while the teacher pulls up each mentioned text
feature on the board to give students a visual representation of the text
feature to go along with the verbal description.

b. DIRECT INSTRUCTION (I DO)


-The teacher will give a short lesson on the index of a book using a
PowerPoint. The PowerPoint and teacher will cover things like the uses of an
index, as well as the way it is ordered and the way certain things are written
(e.g.: pictures are typically shown in bold and/or italics, and names are shown
Last, First).

-The teacher will then use the book You Wouldnt Want to Live Without
Fire! to show students how they can use an index to help them find specific
information in a book without having to read the entire thing.

c. GUIDED PRACTICE (WE DO)


-Students will be shown multiple examples of indexes on the board and will
be asked where they could find certain information or how information would

be ordered if it showed up in an index. This will help them get practice with
using an index while also giving them an opportunity to ask any questions or
address any confusion they may have.

d. INDEPENDENT PRACTICE (YOU DO)


-The teacher will explain the activity then draw sticks to pair students off.
The students will be given lined paper and will work in groups of two to find
clues which will lead to a prize hidden in the book.
-In each book there are ten sticky notes which each contain a word clue that
can be found in the index. Students will have to use the index to help them
find the page that their next clue is on, then once they find the proper page
they will be asked to copy a sentence on that page that contains the word they
were looking for. For example, if the clue was baking and it was on page
11, students would turn to page 11 where they would find their next clue.
Before moving on, they would first copy the sentence on page 11 which talks
about baking.

-Having students write the sentences they find which contain the word they
are looking for will allow the teacher to make sure students are not simply
flipping through the book and finding things in a random order, but are
instead using the index to aid their search.

-After students find their final clue, they will be asked to write a short
sentence on what they think the main idea of the book is.

e. CLOSURE
-Students will then return to their desks where they will be allowed to share
any interesting information they found in their books (since they will not all be
reading the same book!). They will also be asked how they think an index
helps them to become a better reader and how it could potentially help them in
the future.

-The teacher will collect student work and award students with prizes whether
they finished the treasure hunt or not. Strong effort is all that matters!

f. ASSESSMENT
-Students will be assessed during the activity while the teacher roams the room
and sees how successful they are at using the index. They will also be assessed
after the teacher collects their work to make sure they found the information
they were looking for by using the index, and did not simply flip through the
book and find clues in a random order.

g. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS WITH


SPECIAL NEEDS
-Placing students in pairs will be helpful to ELL students and students with
special needs, as they will act as guides for one another. Though the pairing
will be done randomly, the teacher may change groups as they see fit to make
sure students are paired with reliable partners and to avoid distractions.

-The teacher will also be roaming the room during the activity to make sure
students are on task and to answer any questions students may have. This will
help to prevent distractions and will also allow the teacher to aid students who
may need the extra help.

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