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 thOverview: 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:
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
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.