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Houston Baptist University

School of Education
Lesson Plan Template
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Subject: Writing
Grade Level: 1st
Time Estimate: 45 minutes
Unit: Non-Fiction
Topic: Creating an All About Book-Table of Contents
Goal(s): TLW be able to identify where the table of contents are at in a non-fiction text.
TLW explain what a table of contents should look like in a non-fiction text.
TLW create a table of contents for their All About Book
Objective(s): TLW be able create an All About Book
TEKS: 110.12.19 Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purposes.
Materials/Resources/Technology needs:
Construction papers
Template for their table of contents
Pencils
Crayons
Non-fiction books on animals
Example of what the table of contents should look like
Chart paper (or Smart Board)
Instructional Procedures
Focusing Event: Show students the Lion nonfiction book that was introduced to them last
week. Go over the text features of nonfiction and talk about the table of contents.
Teaching/ Learning Procedures: Have students sit on the carpet. Before talking about table of
contents, ask students if they remember where they can find the table of contents and what
it is. Show an example of a table of contents for a non-fiction book. Tell the students that
they will create their own table of contents using their nonfiction text that they got from the
library last week.
After showing the students the table of contents from a non-fiction text, model how
to create a table of contents using main ideas about Lions. Tell the students that every nonfiction texts always have a table of contents. The students will be given a template for their
table of contents where they pick three main ideas about their topic to create their own
table of contents. Tell students that the sheet of paper that they will get will be their draft.

They have to get it edited by a teacher before putting it in their All About Book. Using the
chart paper, model how it should look like. The students are required to draw a picture for
each main idea after the teacher check their work. Some examples of main ideas for the
table of contents can be, What They Look Like, What Do They Eat, and Where Do
They Live.
After going of examples and modeling, have students go back to their table to work
on their table of contents.
For students who are fast worker and finished before their classmates, give them a
construction paper so they can make their book cover. The students have to show you their
table of contents first before they can make their own book cover.
If the teacher is working with a small group to help students who need the extra
help on their table of contents, the students will come up to the teacher to get it edit or wait
until the next day. They may go straight to making their book cover depending on how
much time is left. If the teacher is not in small group, then the teacher will check the
students work as they finish their work. They will be given the construction paper to make
their book cover after fixing their table of contents if needed.
Formative Check (ongoing or specific): Walk around the room to monitor the
students as they create their table of contents. If any students need help with clarification,
go over the instructions or refer back to the modeled you created.
Reteach (alternative used as needed): If reteach is necessary, have students go back to the
carpet and do more modeling and going over the instructions.
Closure: Have students go back to the carpet with their table of contents and share to the
class. If time is limited, instead of having the students go back to the carpet, have them
share with their tablemates. Then reiterate what the text features for nonfiction and what
they will be doing the next couple of days regarding their All About Book that they will be
creating.
Assessment/Summative Evaluation: Performance assessment will be taken as students work
on their table of contents.
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Modifications/Notes: Students with learning disabilities: Repeat instructions in chunk and
provide more examples/ model. If needed, pull students in small group and work with them
as they create their table of contents for their All About Book