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Spread the Word!
Content Topic:
Literature, Book Reviews, Technology
Overview:
This lesson grew out of a need for a break from the traditional book reports that the ELA teacher does with her forth and fifth grade students. The teacher wanted to do something different that would grab students’ attention and incorporate technology. Together, the ELA teacher and Teacher Librarian developed the following unit which consists of book recommendations, booktalks and podcasts in place of the traditional book reports. The TL and ELA teacher met several times to discuss their goals and objectives for each lesson of the unit. The TL created the PowerPoint presentations and handouts, which were then reviewed and edited by the ELA teacher. The TL also developed the text set for each lesson based upon the interests of the students and recommendations from the ELA teacher. As the ELA teacher is covering diversity in cultural myths and legends, the TL selected several folktales to use for sample booktalks. The ELA teacher also prepared several booktalks to present to the class.
Collaboration Potential:
ELA Teacher
Total Estimated Time:
3 hours
Suggested Number Of Sessions:
4
Resources:

·         Book Selection Tips presentation (SM1)

·         Five finger test handout (SM2)

·         Note taking sheet

·         Book Recommendations from Teachers

·         Interview Questions and note taking sheet (SM3)

·         Booktalks PowerPoint Presentation (SM4)

·         Booktalk Planning Sheet: Fiction (SM5)

·         Booktalk Planning Sheet: Non-Fiction (SM6)

·         Computer w/ Audacity software (free podcasting software)

·         Podcasting Microphones

·         Students must bring their booktalk notes and book for lessons 3/4

 

SOURCES/CREDITS

  1. Keane, Nancy. Nancy Keane's Booktalks Quick and Simple. 2009. 12 Aug. 2009 <http://nancykeane.com/booktalks/>.
  2. Dougherty, Nanette. "Talk that Book!" S.O.S for Information Literacy. Ed. Ruth Small. 2004. Center for Digital Literacy. 13 Aug. 2009 <http://www.informationliteracy.org/builder/view/965/11440>. PowerPoint presentation used as a part of  “Talk It Up!” lesson plan. This PowerPoint presentation is a component of a builder from S.O.S. for Information Literacy website.
Instruction / Activities:

Lesson 1 – That’s the Perfect Book for Me!

Direct instruction:

TL and ELA teacher will give a short presentation on book selection tips and the five-finger test (see SM1 and SM2). Students will take notes on the presentation. Students will write down the five criteria on a separate sheet of paper.

Modeling and guided practice:

TL and ELA teacher will help the class to create a list of book selection tips from the anticipatory activity and PowerPoint presentation. This list will consist of five final criteria or questions (ex: Do I want a fiction or non-fiction book?). Students will write down the five criteria on a separate sheet of paper.

Independent practice:

Students will answer the five criteria questions and will begin their book selections. Student should have found a book that they are interested in by the end of the period. Students must have completed filling out their criteria questions notes page. Notes page will be turned into TLMS ELA teacher.

 

Lesson 2 –“ I think you might like…”

In advance of this lesson, the TL and ELA teacher will have asked ten teachers to give book recommendations. Teachers will be photographed with their favorite books and will write a short review for their favorite books. Pictures and reviews will be posted on the library media center website. At the start of the class, the TL and the ELA teacher will direct students to these reviews and ask them to think about what goes into a making a book recommendation. TL and ELA teacher will host a brief discussion of students’ observations. Observations will be recorded by the TL on the whiteboard.

 

Direct instruction:

TL and ELA teacher will divide the class into two groups. The first group will be made up of students who like fiction books. The second will be for students who prefer non-fiction books. The students will be asked to pair up. The interview question handout will be distributed (SM3).

 

Independent practice:

Students will be asked to interview their partner using the handout and record their answers. Students will use the information they learned during the book interview to make a book recommendation. If students are unable to make a recommendation, both students will browse the genre specified in the interview. Students will use the criteria from the interview to look for a book that fits the interest of the interviewee. Students will then switch roles and complete the same steps.

Sharing and reflecting:

Students will have completed the interview handout. Students will present their notes from their recommendation interviews in front of the class. Pairs will conclude with showing or naming the recommended books.  Please see example handout.  Interview handouts will be collected and checked for completeness. Students will be asked to write down five recommendation criteria that they learned and turn it into the TL or ELA teacher.

 

Lesson 3 – Talk it up!

 

Students will have selected a book prior to this lesson and will bring a copy to the library for reference.

Modeling and guided practice:

ELA teacher and TL will each present a booktalk to grab the class’ attention. TL will discuss, read and show Nancy Keane’s (master booktalker) booktalks from her website. TL will stream a few example booktalks from various online resources.

 

Direct instruction:

TL and ELA teacher will present booktalk PowerPoint presentation (SM4). TL and ELA teacher will take turns discussing each of the slides and involving students in the discussion.

Modeling and guided practice:

Students will take notes on the presentation. A time for questions and answers will follow the presentation. Students will use either the non-fiction or fiction booktalk planning sheet (SM5 or SM6).

Independent practice:

Students will be given the opportunity to begin working on their booktalks in class. They will use their notes from the presentation and the handout to brainstorm and organize their ideas. Students will be able to talk quietly and work with friends to help get the creative juices flowing. Students will have one week to work on their booktalks at home as homework.

Sharing and reflecting:

Students will each present their booktalks in front of the class.

 

Lesson 4 – Podcasting Your Booktalk

Direct instruction:

TL will have prepared a short booktalk (from previous lesson) to use for their podcast. TL will talk through the set up of the microphone and Audacity software. She will demonstrate how the software operates and some of the editing tools. LMS will record her prepared booktalk as model for the students. Students will be called up individually to record their short podcast.

 

Modeling and guided practice:

TL will record her prepared booktalk as model for the students. Students will be called up individually to record their short podcast. TL will also model how to upload final podcast to the media center website.

Independent practice:

Students will work on tweaking their booktalks as they are waiting for their turn to record. They will make revisions and practice their booktalks in pairs in preparation to record each. Students will write out notes or exactly what they will say if they are having trouble remembering the booktalk format.

 

Sharing and reflecting:

Students will share their podcasts via an upload to the media center website.  Time should be allotted so that students can listen to their peers’ podcasts.

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Presented By: Megan Stasak
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