Name: Amber Parker

Phone: 713-530-6983

Type of Model: Concept Development

email: amber.parker@gmail.com

Concept Development Lesson Plan

Title of Lesson: Textbooks Inside and Out
Grade Level: 6th Grade
Time Constraints: 45-60 minutes
Main Subject Area: Language Arts
List of All Subjects Integrated: Math, Science, Social Studies
Overall Goal:
The learners will identify features of nonfiction texts (specifically textbooks) which help the
reader navigate the book and find specific information.
TLW categorize the common features of their Math, Science, Social Studies, and English
textbooks as well as the differences between those books.
TAKS/TEKS Objectives: English Language Arts/ Reading Grade 6
(8) Reading/ variety of texts. The student reads widely for a variety of purposes in varied
sources. The student is expected to:
(B) select varied sources such as plays, anthologies, novels, textbooks, poetry,
newspapers, manuals, and electronic texts when reading for information or pleasure
(6-8).
(12) Reading/text structures/literary concepts. The student analyzes the characteristics of
various types of texts (genres). The student is expected to:
(B) recognize the distinguishing features of genres, including biography, historical
fiction, informational texts, and poetry (4-8)
(13) Reading/inquiry/research. The student inquires and conducts research using a variety
of sources. The student is expected to:
(A) form and revise questions for investigations, including questions arising from
readings, assignments, and units of study (6-8);
(B) use text organizers, including headings, graphic features, and tables of contents,
to locate and organize information (4-8)
Objectives: The learner will identify and locate the features of nonfiction texts that help the
reader find specific information, such as table of contents, indexes, section headings, glossaries,
and captions.
Sponge Activity:
Student will write homework in planner, complete Word of the Day activity (vocabulary
development), and transfer reading log entries to master list in folder.

Name: Amber Parker

Phone: 713-530-6983

Type of Model: Concept Development

email: amber.parker@gmail.com

Environmental Concerns:
Students will be assigned to groups during the previous class period. Each member of the
group will be instructed to bring a specific text book (Science, Math, Social Studies, or
English) prior to this class meeting.
Consider student personalities, ability level, and learning styles when assigning students
to groups. Heterogeneous groups will allow stronger students act as leaders to support
learners who may be struggling.
Monitor group work frequently to make sure each group stays on task.
Focus or Set: Instruct students to take five minutes to individually explore the textbook which
they have been instructed to bring to class and make a list of all the sections or features they
notice, which would help them find information within the book.
Connections:
As sixth grade students are moving into Middle School, they are expected to use their
textbooks to find information in all subject areas more than ever before. Many students
are not familiar with finding information on their own in their textbooks.
Students are working on research for their History Fair projects. As they begin their
research, they need to know how to use nonfiction texts to find information.
Rationale: When we are conducting research whether it is for a class, for a project (such as
History Fair), or simply to satisfy our own curiosity, we need to know how to use books to find the
information we need. Nonfiction books have features which make it easier to find the specific
information we are looking for.
Materials:
Paper
Pencil
One of the following textbooks: Math, Science, Social Studies, and English (assign students
to bring a specific textbook to class prior to meeting)
LCD Projector and Computer
Access to online textbooks for demonstrations
Activities:
Concept Development
Domain: Attributes of Nonfiction Texts
Sub domain: Textbooks
Concept Control: Math, Science, Social Studies, and English textbooks have many common
traits, and some traits that are specific to each discipline.
Skill: TLW use the table of contents, index, section headings, glossary, and captions to gain
information and navigate the text.
Guided Practice
In groups, students will compare their Math, Science, Social studies, and English
textbooks. They will create a list of the features of each textbook. They will then classify
those features based on whether or not they are unique to one or two disciplines or
common to all.
o Ex. All textbooks have a table of contents, index, and glossary. Science and Social
Studies books have pictures of landforms, but Math and English do not.
Each group will present their findings about textbooks and the whole classes findings will
be compiled into one information chart.

Name: Amber Parker

Phone: 713-530-6983

Type of Model: Concept Development

email: amber.parker@gmail.com

Activities (Contd):
Independent Practice
Students will write a general statement about the features of a nonfiction book which help
him/her find information within the text.
o Ex. Textbooks for different classes have many things in common that can help me
find the information I need. The Table of Contents helps me to find out where each
chapter starts and the index helps me find the page numbers for specific
information. The glossary has definitions of words used in the textbook. When I am
reading I can use section headings to help me find the section about certain topics
and picture or chart captions help me understand the illustrations. I also noticed
that some text books have parts that others dont. My math and science books have
sections on conversions and formulas but only my social studies book has a section
of maps.
Assessment: Textbook Scavenger Hunt (see below)
Students are given a list of topics from various textbooks in their possession. Students will
find the information in the appropriate textbook and explain which text feature they used
to find the information.
Students will explain in a complete, well written sentence, why they used the feature they
chose to find the information.
Evaluation:
Each question has three parts:
Part 1- Locate information
1 Point: Student locates the correct information.
Part 2- Use an efficient process to locate information
1 point: Student chooses a tool that will help find the information, but not the most
efficient tool (ex. student chooses to use the table of contents and search the
appropriate chapter when the index would be the more efficient way to find the
information).
2 points: Student chooses the most efficient tool for finding information.
Part 3- Explain the process used in locating information
1 point: Student offers some explanation for their process of finding information, but it
lacks clarity or proper sentence structure.
2 points: Student offers a well written, coherent explanation of their process of finding
information.
What will students do who finish early? Students will compare the features of a nonfiction
trade book and a fiction trade book to the textbooks they have been examining. Students will
draw further conclusions based on more examples.
Closure: As you begin your research for History Fair and as you are using your textbooks
throughout the year, keep in mind the features of the textbooks we have examined today. You
now have the skills you need to find almost all of the information you could ever need. When you
have a question about any topic you are learning about, always remember to use these skills and
you can find the answer to just about any question!
Modification for Students with Special Needs: Students will be grouped in heterogeneous
groups so that students with stronger skills can support learners who may struggle due to
learning disabilities or English language abilities.

Name: Amber Parker

Phone: 713-530-6983

Reflection: Lesson has not been taught yet.

Type of Model: Concept Development

email: amber.parker@gmail.com

Name: Amber Parker

Phone: 713-530-6983

Type of Model: Concept Development

email: amber.parker@gmail.com

Textbook Scavenger Hunt

Science
1. Your science teacher asks you to explain how tectonic plates are related to earthquakes.
On what page of your science textbook did you find the information?

What feature(s) will you use?

Explain why you used the feature(s) you did.

English
2. Your English teacher asks you to read the chapter about compound sentences.
On what page does the chapter begin?

What feature(s) will you use?

Explain why you used the feature(s) you did.

Math

Name: Amber Parker

Phone: 713-530-6983

Type of Model: Concept Development

email: amber.parker@gmail.com

3. Your math teacher asks you to list the factors of 12. You remember learning about factors,
but you cant remember exactly what factors are.
On what page do you find the information you need?

What feature(s) will you use?

Explain why you used the feature(s) you did.

World Cultures
4. Your World Cultures teacher asks you to look at a map of India in your textbook (p. 53). It
has little pictures and symbols all over it but you dont know what those pictures mean.
What do the symbols mean?

What feature(s) will you use to find out what the pictures and symbols mean?

Explain why you used the feature(s) you did.