Each of the ideas we
came up with for setting up our tables of contents would give us a very
different book. This was something that the students struggled to understand. I
tried to help focus their writing by asking “what do you WANT to teach others
about your topic?” I think I asked this question 235 times during my conferences.
The set up that came the easiest to them ended up being the one they all chose
to work with.
Here’s how it works: Students
first need to decide what they want their book to focus on. They will use the
parts, types, ways, or first to last graphic organizer to come up with a list (
see last week's post for more info).
They will choose the one that fits their topic the best to create their table
of contents. For example, I’m choosing a
first to last structure about the Fujita Scale. That column will become my
table of contents. Each of my bullet points will become my headings/chapter
titles.
Authors want their table of contents follows a logical sequence.
Continuing with my topic of tornadoes, I've organized the table of contents in
the order of the Fujita Scale from least to greatest. I've chosen to add a
chapter in the beginning explaining what the Fujita Scale is and its history. This
will help readers understand the chapters that follow.
To
keep readers engaged, authors also want to create chapter titles that
align with the main idea of their book. Instead of just listing F0-F5, I chose
to give a short phrase describing the damage at each level. Students may also
want to set their chapters up as questions, with alliterations, or short
descriptions.
The Power of Tornadoes
Chapter 1: Measuring Power - The Fujita Scale
Chapter 2: F0 –
Broken Branches
Chapter 3: F1 –
Snapped Tree Trunks
Chapter 4: F2 – Roofs
Ripped Off
Chapter 5: F3 –
Damaged Walls
Chapter 6: F4 –
Houses Leveled
Chapter 7: F5 –
Everything is Blown Away
The students and I
created a table of contents about dogs as a guided practice. We chose the ways
structure about taking care of a pet dog. Students wanted to set it up in question form. Another option I thought would be fun is to incorporate alliterative dog names into the chapter titles.
Chapter 1: Should I
get a Pet Dog?
Chapter 2: Feeding
Fido
Chapter 3: Walking
Wally
Chapter 4: Playful
Pal
Chapter 5: Cleaning
Cooper
Chapter 6: Training
Titus
Chapter 6: Obedient
Otis
After the guided
practice, students worked on their own topic. Once students narrowed their
thinking and focused on what they wanted their book to teach readers, this came
much more easily to them. We are loving our new tables of contents!
