Student Created Book Talks

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1 Published on AASL Learning4Life Lesson Plan Database Student Created Book Talks Created by: Sarah Chrisman Title/Role: Media Specialist Organization/School Name: Guilford County Schools Location: North Carolina Grade Level: 5 Type of Lesson: Stand-alone lesson Type of Schedule: Combination Collaboration Continuum: Moderate Content Area: Language Arts Content Topic: Using story elements and persuasive language to plan and develop book talks Standards for the 21st-Century Learner Skills Indicator(s): Participate and collaborate as members of a social and intellectual network of learners Use writing and speaking skills to communicate new understandings effectively Respond to literature and creative expressions of ideas in various formats and genres. Dispositions Indicator(s): Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. Responsibilities Indicator(s): Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Recognize that resources are created for a variety of purposes. Self-Assessment Strategies Indicator(s): Assess the quality and effectiveness of the learning product Identify own areas of interest Develop personal criteria for gauging how effectively own ideas are expressed. Scenario: A fifth grade language arts teacher wants to apply the use of story elements and persuasive writing to a real-world writing scenario. SLMS identified the need for some of the books in the fiction section of the library to be advertised in order to increase their circulation. Together, the teacher and SLMS will teach the students how to write book talks. Classroom teacher will ensure that each student has recently finished reading a library book prior to this library lesson, and will review persuasive writing techniques. SLMS will provide direct instruction in this lesson. They will work together to coach students during independent practice time. Teacher and SLMS may plan additional time to review final book talks before presentations. Extension activities may include:?students can present their book talks verbally to a group?record the students reading their book talks and post to the school library website?take video of the students presenting their book talks and post to the school library website?create QR codes linked to

2 recorded book talks and post on shelves in library?share book talks with other classes Overview: This stand-alone lesson is designed to be taught collaboratively (SLMS and classroom teacher) during an agreed upon time outside of a fixed schedule. EQ:How can I combine story elements such as setting, characters, plot, and conflict with persuasive language to create a writing piece that will appeal to others? Final Product: Book Talk Library Lesson: Using a graphic organizer, students will create a book talk that includes information from the setting, characters, plot, and conflict of a story using at least two types of persuasive writing techniques. Estimated Lesson Time: 90 minutes Assessment Product: Final book talks will be assessed by both SLMS and teacher using a rubric. Story elements and persuasive language should be present. Process: Book Talk Builder (graphic organizer) completeness and transfer of elements to final written book talk will be assessed by student, SLMS, and teacher. Student self-questioning: Did I follow the formula for?how to Rock a Book Talk?? (The Book, The Hook, & the Quick Look) Is my booktalk free of spelling and grammatical errors? Did I use language that would make someone want to read this book after reading or listening to my booktalk? What would I change if/when I do another booktalk? Instructional Plan Resources students will use: Moving Image (i.e. animations, movies, tv program, video) Sound (i.e. music playback file, audio compact disc, recorded speech or sounds) Text (books, letters, poems, newspapers, etc.) Resources instructor will use: Projector White board Smart board Other Other instructor resources: computer, document camera, How to Rock a Book Talk handout, Book Talk Builder graphic organizer Source: Shanna. (2012, November 14). Re: So, you have to do a book talk! [Web log post]. Retrieved from (Resources used with permission of author) Instruction/Activities Direct instruction: SLMS will give overview of activity and show students examples of booktalks. Resources may include: Scholastic: Nancy Keane?s Booktalks?Quick and Simple:

3 TeacherTube: Introduce students to the formula (The book, the hook, the quick look) for writing a book talk from So, You Have to Do a Book Talk! Go over the Do?s and Don?ts. Modeling and guided practice: Using a well-known story such as Goldilocks and the Three Bears, (fairytales work well since most students are familiar with them) model the use of the Book Talk Builder with student participation. Independent practice: Using the How to Rock a Book Talk handout as a guide, students fill out the information in the Book Talk Builder for their specific books. Once the Book Talk Builder is complete, students will use the information entered to craft their booktalk on a separate sheet of paper. Circulate through the room to assist. Sharing and reflecting: Students should check over their finished booktalk using the How to Rock a Book Talk handout as a checklist. Self-reflecting questions should be asked at this time as well. Early finishers can partner up and share their booktalks with others who are also finished. Have you taught this lesson before: Yes Strategies for differentiation: Differentiation strategies include student choice of book, flexibility in style of presentation of final product(written, recorded, videotaped), challenge to identify books of similar interest: "If you like this book, you may also like..." AASL/Common Core State Standards Crosswalk English Language Arts: CC.5.SL.1.b» English Language Arts» Comprehension and Collaboration» b. Follow agreed-upon rules for discussions and carry out assigned roles. (5) CC.5.W.6» English Language Arts» Production and Distribution of Writing» 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (5) CC.5.W.1» English Language Arts» Text Types and Purposes» 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information (5) CC.5.W.2» English Language Arts» Text Types and Purposes» 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (5) CC.5.SL.5» English Language Arts» Presentation of Knowledge and Ideas» 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5) CC.5.R.L.2» English Language Arts» Key Ideas and Details» 2. Determine a theme of a story, drama,

4 or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (5) CC.5.R.L.7» English Language Arts» Integration of Knowledge and Ideas» 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (5) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

5 Book Talk Builder Title: Author: Genre: Describe the setting. List the main characters, with a sentence describing each one. List the main characters, with a sentence describing each one. Summarize the plot in a sentence or two. What conflict is present in the book? What were the three most exciting or interesting moments of the book? Later, you can use this to help you decide what part to read aloud. List three reasons why you think others will enjoy this book.

6 How to Rock a Book Talk The No-Pain Way to Give a Presentation Do: Choose a worthy book. Intrigue your listeners. Read a passage aloud. Draw attention to the best parts. Show the book. Don t: Spoil the ending. Book talk a book that you didn t like. Book talk a book you haven t read. Summarize the entire plot. Talk too much leave them curious! The Book: Title Author Genre The Formula The Hook: Find the most exciting passage in the book and read it aloud. The Quick Look Plot Characters Setting Conflict Tips for Great Presentations: Be calm. Try to speak in a natural and friendly voice. Reasons to read it Be creative. Dress like a character from the book, or use music, film clips, or recipes from the book. Be honest. Book talks are about sharing great books. Tell your audience what you liked best about your book! And don t share one you didn t like or haven t read. Be resourceful. Ask your teachers or librarian to help with ideas. Be prepared. Practice your presentation! You can make notes to help you remember what you want to say.

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8 Book Talk Rubric NAME: TOTAL SCORE: Title Title is free of spelling, punctuation, and Title contains spelling, punctuation, or Title is not included grammatical errors grammatical errors Author Author information is free of spelling, punctuation, and grammatical errors Author information contains spelling, punctuation, or grammatical errors Author information is not included Genre Correct genre of the book is identified Incorrect genre is identified or is not included Exciting passage An exciting passage is included with appropriate punctuation and grammar A passage is included but contains punctuation or grammatical errors No passage from the book is included Plot The plot is identified and details are given without spoiling the ending The plot is identified but little to no details are given May spoil ending The plot is not identified Characters Some characters are identified and details about each one are given Some characters are identified but little to no details are given Characters are not identified Setting The setting is described with some detail The setting is identified but not described The setting is not identified Conflict The conflict is identified without giving away too much of the story The conflict is identified but gives away too much of the story The conflict is not identified Reasons to Read it 2 or more reasons to read the book are given using appropriate persuasive language 2 or more reasons to read the book are given but persuasive language is not used 1-0 reasons to read the book are given