Writing 4/5 Subtopics & Table of Contents
November 17th, 2020
Room: Zentner
GLEs: GLO 3 (Gr. 5)
Students will listen, speak, read, write, view and represent to manage ideas and
information.
SLEs: 3.1 Plan and Focus
Plan to gather information
Learning Students will:
Objectives Locate (B) the subtopics (P) in a mentor text (M).
Identify (B) the difference between a fact and a subtopic (P) through a discussion
(M).
Stage 2: Assessment Evidence
Formative Are students able to come Summative N/A
Assessment up with subtopics for my Assessment
topic of Airplanes?
Are students able to come
up with subtopics for their
own topics?
Can students put their
subtopics in a meaningful
order in the table of
contents?
Stage 3: Learning Experience
Prior to Students have topics Resources Mentor 9 Text
Lesson: chosen to Bring: subtopics anchor chart
subtopics printable for each
student
table of contents anchor
chart
table of contents printable
for each student
Time: Content/Description Notes/Assessments:
Introduction: Mentor Text
Read the mentor text to the students and have it up on the
smart board
Ask students what the topic of the report is. Tell them that
if they look carefully they should see that the author
8 mins divided it into multiple paragraphs. Each paragraph is a
subtopic of her main one- look at each paragraph and
decide what subtopic the author was writing about:
Paragraph 1- Introduction or Lead
Paragraph 2- What is the Constitution
Paragraph 3- Writing the Constitution
Paragraph 4- Preamble
Paragraph 5- The Articles
Paragraph 6- Amendments
Paragraph 7- Conclusion
Writing 4/5 Subtopics & Table of Contents
November 17th, 2020
Room: Zentner
Ask students what the difference is between a fact and a
subtopic- a subtopic is a COLLECTION of facts
Body: Anchor Chart
Fill out the anchor chart together: Airplanes
Topic: Airplanes
Famous pilots
Origin
How Airplanes work
50 mins Types of airplanes
Explain that we are now going to put the sub topics into a
table of contents- ask students why we need one- tells
readers what subtopics they will find and what order the
subtopics are written
-Like a map
Put the snowboarding idea in the table of contents: ask
students what order makes sense to put them in
Table of ContentsTopic: Snowboarding
Paragraph 1- Introduction
Paragraph 2- Origin ********: Help
Paragraph 3- How airplanes work come up with a list of
Paragraph 4- Types of Airplanes possible subtopics
Paragraph 5- Famous Pilots and then let them
Paragraph 6- Conclusion decide which three to
Talk about how some reports are easier to put in order use in their piece.
than others. Sometimes it might not matter the order Then help plug in the
Transition: Work time introduction and
Students will come up with all possible parts or subtopics conclusion on the
for their report- choose 3-4 that they think will be the most table of contents
interesting and write the subtopics on their anchor chart printable. Talk about
printable an order that makes
Students should then put their lists of in order on the table sense before they
of contents write. It is best if they
are only using three
subtopics.
Closure:
2 mins Tomorrow we will learn about paraphrasing. All papers go
back in writing folder.
Stage 4: Reflection
1. Detailed description of the actual lesson as taught: includes students’ response to
instruction and any changes from the lesson plan:
I read them the mentor text, and we broke it down into paragraphs
We talked about the importance of an introduction and a conclusion
We came up with subtopics for Airplane topic and then put the subtopics in our table of
contents along with an introduction and conclusion
Writing 4/5 Subtopics & Table of Contents
November 17th, 2020
Room: Zentner
Students then broke down their topic to subtopics and entered them into a table of
contents
2. Specific strengths of the lesson plan and delivery:
Students had some great ideas for subtopics for the Airplane topic
Most were able to break down their topic and put them in a meaningful order in the
table of contents- Modelling this helped a lot
3. Specific weaknesses in the lesson plan and delivery:
I assumed that the introduction and conclusion would be a review for them, but some
students had no idea what they were or why we needed them.
4. What must be addressed to improve this plan?
Next time, spend more time talking about the importance of the introduction and the
conclusion
