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Book talk podcasts Book talk podcasts Document Transcript

  • 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.