1. Book
Talk
Podcasts
Spring
2011
Standards:
th
Grade:
10
Grade
AASL
Standard
2
Teacher:
Jennifer
Bailey
Inquire,
think
critically,
and
gain
knowledge.
Collaborating
Librarian:
Amy
Taylor
AASL
Standard
3
Topic:
Share
knowledge
and
participate
ethically
and
productively
as
members
of
our
democratic
society.
Book
Selection
AASL
Standard
4
Reading
Pursue
personal
and
aesthetic
growth.
Writing
Purpose
AASL
Skills:
Audience
1.1.2
Use
prior
and
background
knowledge
as
context
for
new
learning.
Public
Speaking
1.1.9
Collaborate
with
others
to
broaden
and
deepen
understanding.
Podcast
Technology
3.1.3
Use
writing
and
speaking
skills
to
communicate
new
understandings
effectively.
Library
Visits:
3.1.4
Use
technology
and
other
information
tools
to
organize
and
display
knowledge
and
understanding
in
Stand
Alone
ways
that
others
can
view,
use,
and
assess.
Lesson
in
a
Unit
3.1.6
Use
information
and
technology
ethically
and
responsibly.
Multiple
Lessons
in
a
Unit
4.1.4
Seek
information
for
personal
learning
in
a
variety
of
formats
and
genres.
Estimated
Lesson/Unit
Time:
4.1.3
Respond
to
literature
and
creative
expressions
of
ideas
in
various
formats
and
genres.
4
Weeks
4.1.5
Connect
ideas
to
own
interests
and
previous
knowledge
and
experience.
4.1.7
Use
social
networks
and
information
tools
to
gather
and
share
information.
4.1.8
Use
creative
and
artistic
formats
to
express
personal
learning.
LSR7
Outcomes:
Understand
the
concept
of
audience
and
begin
to
determine
audience
before
creating
product.
3.1.2
Participate
in
literature
related
activities
correlated
to
organized
reading
programs.
4.1.2,
4.1.3,
4.1.4,
4.1.5,
4.1.8
th
Overview:
10
grade
Communication
Arts
students
will
pick
a
book
that
appeals
to
their
interests,
they
will
read
the
book
and
complete
several
journal
entires,
write
a
1-­‐2
minute
booktalk,
record
their
booktalk
as
a
podcast.
Instructional
Plan:
Lesson
#1
–
Book
Selection
Resources:
Subscription
Databases
______________________________________________________________________
Websites
_________________________________________________________________________________
Print
Resources
_____________________________________________________________________________
Technology
_________________________________________________________________________________
Other______________________________________________________________________________________
Instructional
Activities:
Instructor
led
presentation
–
covering:
Purpose
of
the
project
(objectives)
Book
Selection
–
Book
Speed
Dating
Lesson
#2
–
Writing
Booktalk
Resources:
Subscription
Databases
______________________________________________________________________
Websites
_________________________________________________________________________________
Print
Resources
_____________________________________________________________________________
Technology
_________________________________________________________________________________
Other:
_________________________________________________________________________________
Instructional
Activities:
Introduction
to
Writing
Booktalks
Listening
to
&
Analyzing
Booktalk
Podcasts
Discussion
Write
Booktalks
Freewriting
Editing
Re-­‐write
Peer
Editing
Re-­‐write
Read
Aloud
Final
Re-­‐write
Lesson
#3
–
Record
Podcast
Resources:

2.
Subscription
Databases
______________________________________________________________________
Websites
_________________________________________________________________________________
Print
Resources
_____________________________________________________________________________
Technology
Computer,
Microphone,
Software
(Audacity
or
Garageband)
Other______________________________________________________________________________________
Instructional
Activities:
Instructor
led
presentation
–
covering:
Public
Speaking
Technology
-­‐
How
to
record
in
Audacity
or
Garageband
Guided
Practice
Students
practice
reading
booktalks
aloud
as
a
group
Teacher
and
Librarian
provide
feedback
Students
practice
recording
in
Audacity
or
Garageband
Librarian
provides
feedback
Independent
Work
Students
records
and
saves
podcast
on
their
own
Assessment:
• Student
journals
-­‐-­‐
assessed
by
their
classroom
teacher.
• Students
podcasts
-­‐-­‐
assessed
by
their
classroom
teacher
&
librarian
(Rubric
Attached)
• Students
will
also
complete
a
self
reflection
survey
Calendar:
March
2011
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
Bailey’s
Classes
visit
the
Library
for
Independent
Novel
Selection
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
April
1
Taylor
visits
Bailey’s
Taylor
visits
Bailey’s
Bailey’s
Classes
Visit
Bailey’s
Classes
Visit
Classes
to
Introduce
classes
to
complete
Library
to
record
Library
to
record
Booktalks
&
Writing
Lesson
Podcasts
Podcasts
Podcasts

3. Application
of
principles
of
library
and
information
studies:
In
this
lesson
students
had
to
reflect
on
their
own
interests
and
reading
ability
to
make
book
selections
that
would
allow
them
to
pursue
their
personal
and
aesthetic
growth.
After
reading
their
selection
students
were
asked
to
write
podcasts
for
a
particular
purpose
and
audience.
Students
were
encouraged
to
use
their
creativity
while
writing.
Yet
they
still
had
to
make
sure
that
their
writing
effectively
communicated
the
characteristics
of
their
book.
They
collaborated
with
one
another
while
editing
their
work.
Finally
they
used
their
speaking
and
technological
skills
to
effectively
communicate
and
record
their
work.
Social
networks
were
used
to
share
their
work.
As
the
librarian
I
applied
the
principles
of
access,
equity,
service,
intellectual
freedom,
and
social
responsibility
by:
• Facilitating
book
selection
in
a
manner
that
allowed
students
to
make
their
own
choices
based
on
their
own
interests
and
skills.
• Explaining
and
demonstrating
to
the
students
the
purpose
of
book
talks
and
the
audience
they
should
consider
when
writing
their
own.
• Guiding
the
students
in
the
writing
and
editing
of
their
own
book
talks.
• Instructing
the
students
in
the
ethical
responsibilities
of
writing
book
talks
and
sharing
them
online.
• Demonstrating
to
students
the
correct
choice
of
and
use
of
technology
for
recording
podcasts.
• Providing
assistance
as
students
record
their
podcasts.
• Demonstrating
to
students
the
options
for
sharing
their
podcasts
online.
• Posting
a
selection
of
the
podcasts
to
the
LSW
LMC
podbean
account.
Engages
all
learning
styles
and
developmental
levels:
Each
phase
of
this
project
engaged
a
variety
of
learning
styles
and
developmental
levels.
Information
was
presented
both
visually
and
through
discussion
appealing
to
both
auditory
and
visual
learners.
The
actually
recording
of
the
podcast
and
use
of
technology
appealed
to
kinesthetic
learners.
Solitary
and
social
learners
were
also
considered
because
the
writing
was
done
individually
but
then
edited
both
individually
and
in
groups.
The
classes
participating
were
class
within
a
class,
therefore
students
with
various
special
needs
participated.
Several
modifications
were
made
to
better
meet
their
needs.
For
example,
for
the
book
selection
lesson
we
chose
books
for
“speed
dating”
that
varied
in
length
and
lexile.
Each
student
had
to
have
their
book
approved
by
their
teacher
before
moving
forward.
Students
who
were
on
IEPs
for
reading
that
chose
books
outside
their
skill
level
were
directed
to
the
librarian
who
helped
them
find
another
title
of
similar
interest
but
within
their
skill
level
or
directed
them
to
the
audio
version
of
the
book.
Modifications
were
also
made
while
students
were
writing
their
booktalks
and
recording
them.
The
primary
modification
was
extending
time
frames
and
restructuring
the
peer
editing.
Application
and
integration
of
interdisciplinary
content
through
collaboration
with
class
teacher(s)
(Collaboration
collection
chart):
Collaboration
was
done
primarily
face-­‐to-­‐face.
(Also
see
attached
planning
guide
–
adapted
from
Joyce
Valenza.)
Responsibilities
of
Teacher:
Schedule
time
for
students
to
visit
the
library
for
book
selection
and
podcast
recording
Approve
book
selections
and
send
students
need
special
considerations
to
the
librarian
Evaluate
student
journals
Assist
in
book
talk
writing
Responsibilities
of
Librarians:
Prepare
for
Book
Speed
Dating
for
book
selection
Assist
students
in
book
selection
(providing
additional
assistance
to
those
with
special
needs)
Prepare
and
present
book
talk
writing
lesson
(find
book
talk
podcasts
to
share
with
students)
Prepare
technology
for
recording
Prepare
lesson
and
instructions
for
recording
podcasts
Organization
and
file
management
of
podcasts
Evaluation
of
podcasts
Post
selected
podcasts
to
LSW
LMC
podbean
account
Evaluation
of
student
learning
and
library
media
programming:
Because
I
was
able
to
listen
as
the
students
read
their
drafts
it
wasn’t
difficult
to
assess
whether
the
students
skills
improved
throughout
the
process.
Had
I
evaluated
their
first
draft
their
grades
would
have
been
drastically
different.
However,
the
process
would
have
been
much
easier
had
I
collected
and
kept
their
drafts
and
final
written
book
talk.
The
peer
editing
seemed
to
make
the
biggest
improvement
on
the
student
writing.
I
also
noticed
a
marked
improvement
in
their
speaking
skills
as
they
practiced.
At
one
point
we
had
the
students
reading
their
podcasts
all
at
once.
When
they
were
done
we
offered
some
advice
to
the
group
and
then
had
them
repeat.
This
is
when
I
saw
students
lose
their
self-­‐consciousness
and
really
let
go.
The
student
surveys
indicated:
That
the
students
felt
the
experience
was
positive,
only
15%
rated
the
experience
below
a
3.
85%
also
rated
their
books
with
3
stars
or
higher.
When
asked
which
part
of
the
process
was
most
helpful
65%
indicated
free
writing.
One
interesting
statistic
from
the
survey
was
that
15%
of
the
students
said
the
most
difficult
part
of
the
project
was
picking
their
book.
Therefore,
15%
of
the
students
felt
picking
their
book
was
more
difficult
than
reading
the
book,
writing
the
book
talk,
or
recording
the
podcast.
The
results
of
this
survey
will
definitely
help
me
fine-­‐tune
this
project.
The
live
form
can
be
viewed
at
https://spreadsheets.google.com/viewform?formkey=dDJWb0JwV2RpcVE3RmJnTFVrSzBSQ3c6MQ.