|Lesson Plan ID:
Powerful Book Reports
This lesson allows students to identify the critical components of a story while developing expertise in creating and presenting multimedia presentations.
|TC2(3-5) ||1. Use input and output devices of technology systems. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|ELA2015(5) ||2. Determine a theme of a story, drama, 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. [RL.5.2] |
|ELA2015(5) ||9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RL.5.10] |
|Primary Learning Objective(s):
Students will identify and analyze the major components of a book including the setting, main characters, plot, conflict, resolution, and their favorite parts. Students will create and present a slideshow featuring a selected book and its elements of fiction.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Several books to use when identifying story components, access to books suitable for book reports
|Technology Resources Needed:
Computers with presentation software such as PowerPoint, printer, floppy disks (for saving work from day to day and if students want to keep a copy of their presentations), computer projection device such as LCD projector
As a class, identify the story components of setting, character analysis, plot/problem, climax, and resolution in several different books. Provide an introduction to slideshow software, if needed.
1.)Using a book that has been read aloud to the class or other books they have read independently, lead a discussion in which students identify story components of setting, character development, character discriptions and/or traits, plot/conflict, climax, and resolution.
2.)Explain to students that they are going to read a book of their choice and will report on that book to the class by creating a slideshow to present the story elements to classmates.
3.)If possible, show students a teacher-created slideshow presentation of a book report on a book read to the class so that they will know what their book report presentations should look like and/or include. Hand out copies of the checklist attached and discuss each requirement.
4.)Allow students class time to create an outline of their PowerPoint presentations displaying the following components of the book they've chosen: setting, character list, character descriptions or traits, plot/conflict, climax, and resolution. Students should also include an introductory slide and a slide featuring their favorite part of the book. Students should have at least one slide for each story component, with a total of at least 8 slides, but no more than 15.(The students should plan each slide on paper before they begin to create the slideshow.)
5.)Instruct students to create the slides according to their outline or plan, giving help where needed. Students should be encouraged to include pictures and various kinds of text. They may also add slide or text transitions. Animation may be included if desired.
)Digital Slideshows: PowerPoint for the Novice on ALEX teaches the use of PowerPoint.
6.)Using the computer projection system, students will then present their PowerPoint book reports to the class.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||PowerPoint Book Report Checklist.doc|
Create a rubric from the PowerPoint Book Report Checklist attached.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: