This document outlines a 4-week lesson plan for 10th grade students to create booktalk podcasts. Students will first select books independently in the library. They will then write 1-2 minute booktalks, editing their writing with peers. Finally, students will record their booktalks as podcasts in the library using audio software. The librarian collaborated with the English teacher on this project to develop students' reading, writing, speaking, and technology skills through an authentic experience of selecting books and sharing recommendations with others through podcasts.

1. Book Talk Podcasts Spring 2011
Standards:
Grade: 10th 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 Skills:
LS1A: Listen for enjoyment, information, directions; listen critically to evaluate communications; listen
critically to evaluate others and own effectiveness in presentations & discussions
LS2A: In discussions & presentations incorporate appropriate media or technology; respond to feedback and
defend ideas; demonstrate poise & self control
R1Ia Connect reading to real life by analyzing or comparing text‐to‐text, text‐to‐self & text‐to‐world
R2C b‐d Analyze literary elements (plot, setting, point of view, mood, tone)
W1A: Follow a writing process
a. prewrite
b. draft
c. revise
d. edit
e. share writing
W2A‐D: Compose text
a. choosing a form & point of view appropriate to audience & purpose
b. with strong controlling ides, specific, relevant details, complex ideas, freshness of thought
c. with effective beginning, middle, end, progressing in logical order, using effective paragraphing,
varied sentence structure, cohesive devices, active voice
d. using precise & vivid language, writing techniques (e.g. humor, voice, imagery, figurative language)
Overview: 10th 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: _________________________________________________________________________________

2. 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

3. 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

4. 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 on a 5 point
scale. 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. I plan to put more planning into the book selection lesson,
possibly having students fill out an interest survey. I also feel like the students could have gained more from listening to the other podcasts.
That part of the lesson will be restructured for the next time. The live form can be viewed at
https://spreadsheets.google.com/viewform?formkey=dDJWb0JwV2RpcVE3RmJnTFVrSzBSQ3c6MQ.
Teacher Planning Sheet:
Examples of Student Work:
I chose several of the best podcasts from each of the participating classes and
uploaded them to our school itunes page. Click on this link to visit the page:
http://itunes.apple.com/us/podcast/lswhs‐library‐podcasts/id431855671