|Lesson Plan ID:
This lesson is designed to give teachers and students an alternate approach to the traditional book report. "Book Talks" enable students to read a book and create a photostory presentation. Students will give example passages from the book and critique the story.
|ELA(9) ||2. Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres. |
|ELA(10) ||1. Apply both literal and inferential comprehension strategies, including drawing conclusions and making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, and essays and other nonfiction texts. |
|TC2(9-12) Computer Applications||6. Utilize advanced features of multimedia software, including image, video, and audio editing. |
|ELA2010(9) ||1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1] |
|ELA2010(9) ||2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2] |
|ELA2010(9) ||3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3] |
|ELA2010(9) ||4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4] |
|ELA2010(9) ||5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5] |
|ELA2010(10) ||2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2] |
|ELA2010(10) ||3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3] |
|ELA2010(10) ||4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4] |
|ELA2010(10) ||5. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5] |
1- Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
|Primary Learning Objective(s):
Students are required to read a novel of their choice. Students will then demonstrate an understanding of that novel by creating a book talk. In the book talk, students will be required to give an overview of the book, read two passages, and give an overall critique of the book. Students will create a Photostory for the presentation.
|Additional Learning Objective(s):
Students will demonstrate a deeper level of understanding of technology through creating a Photostory of the book talk.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
1- List of students and chosen authors with book titles
2- Book Talk Project Handout
3- Book Talk Grading Rubric
|Technology Resources Needed:
Computer with projector and speakers for student presentations
Computer lab for student research
Microphones for computers
PhotoStory software - use this website as a guide for using PhotoStory
Teacher Preparation: Teacher should become familiar with various popular authors for young adults. Teacher could make recommendations to the students about the appropriate book to choose. The teacher could also give an demonstration of a book talk.
The teacher should also become familiar with the software used to create the Photostory, and some websites that could be useful for student research.
Student Preparation: Students should be familiar with the book they want to use for the book talk. Students should be familiar with Photostory software.
Day 1 (45 minutes)
Explain to students that they will begin a project that will require them to choose a book to present a book talk about. Go over the book talk project sheet with the students. Have students choose an author and keep a list.
Day 2 (45 minutes)
Review with students the overview of the book talk project. Have students brainstorm the following information their chosen books:
1. What is the title of the book?
2. Who is the author? What other books has this author written?
3. What is the general plot of the story (without giving away too much information)
4. Who is the main character of the story? Who is the most interesting character of the story. Explain both.
5. Choose two short passages from the story to read to the class. Why did you choose these passages? What makes them important to the overall story?
6. Would you recommend this book to others? Why or why not?
7. What was your overall impression / critique of the book?
8. What age / gender do you think would be the most interested in this type of story?
9. What lesson can we learn from this story? How can reading this book make us a better person / society?
10. Is there anything else you would like us to know about this author / book?
Assign students to laptops / computers. Allow students to research websites finding pictures / information to put in the Photostory about their book / author.
Day 3 (45 minutes)
Students continue working on their book talk Photostory presentations from the previous day. As students find out information, documentation should be made. Students should begin creating a script for their Photostory.This script can be worked on as homework and a completed copy brought in for the next day's class.
Day 4 (45 minutes)
Students will finalize Photostory scripts. Students will use Internet access to research and save several pictures of the authors to the computers. Students will then use the saved pictures to begin building their Photostory. Students will use the microphones for the computers to record the prepared scripts onto the story. When students are finished, files should be saved onto a removable drive.
Day 5 (45 minutes)
Complete Photostory from previous day and present projects to the class.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students will be assessed using a rubric.
Peer tutoring could be useful for students who have more difficulty with research and creating the digital Photostory.
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: