- Grade Focus
- Grade 4, Grade 5, Grade 6
- Age Level
- 9, 10, 11
- Subject
- History, Literature
- Technology Integration Activity
- Discovering the Internet
- Estimated Time of Completion
- 2-3 hours (after finishing the reading of the book)
Historical Fiction Book Talks
Downloads for this lesson plan
Introduction
After reading a historical fiction book set in a designated period in history, students will prepare a book talk audio podicast to “sell” their book and encourage other students to read it. Key points to cover include interesting characters, a problem, setting (both location and in history), and a "hook" to encourage others to read the book.Prerequisite Experience
Technology Skills Needed by Students:
Basic Computer Skills
Audio Recording (using Audacity and USB microphone)
Audio Editing (using Audacity)
Use of a collaboration-type site, such as a blog or wiki
Teacher Prep Time
1-3 hours (depending upon teacher knowledge and experience) to review use of Audacity, review and assemble tutorials and links, and set up for blog or wiki.
Project
Students will each create an audio podcast book talk about a historical fiction book. Complete podcasts (book talks) will be uploaded to a shared directory at school or a class blog or wiki site.
Time Management Tips
Provide guidelines for the length of the podcasts (a specified number of sentences/paragraphs, or minutes of speaking time)
Lesson Plan Details
Engage
Present book talk (audio podcast) concept by contrasting a traditional, written book report and an audio book talk.
Good examples of fifth grade student book talks can be found at: http://murdock10.typepad.com/media/5th-grade-book-talks.htmlDiscuss the advantages and disadvantages of each. Students will likely be intrigued with the idea of an audio book report (book talk).Discussion questions:
What information is needed for a book talk?
What skills or tools are needed for a book talk?
What are some common terms associated with audio book talks?
Explore
Background information on audio podcasting can be found through links on this page from Nortel LearniT:http://nortellearnit.org/digitalaudiocurriculum
Working individually or in small groups, students will be directed to use the Internet to research basic audio podcasting as well as tips for book talk podcasts.
A listing of elements to cover in a book talk podcast should be gathered by the students. Links to good examples of book talk podcasts can also be gathered, as well as links to podcasts that are in effective. A listing of equipment and software needed should also be compiled. (Recommended software: Audacity). Direct students to also locate how-to directions/links for using Audacity.
Nortel LearniT Tutorial on Audacity: http://www.nortellearnit.org/technology/Digital_Audio/Lead a class discussion in the student findings to develop a listing of tips and good podcast examples. Post information and links in a shared directory or on a class blog or wiki site.
Explain
Working in groups of 2-3, use Inspiration to create a web of features/topics to include in an audio book talk (podcast).Share webs with the class and discuss briefly.Develop a class listing of at least five things to include in audio book talk podcasts.Develop a class wiki of links where Audacity tutorials and tips can be found. Encourage students to comment on the links posted.Elaborate
After reading an age-appropriate historical fiction book, students work individually to write and revise their book talk/podcast, using the tips and steps developed in previous lessons. The teacher should establish a quiet area in the classroom or in another nearby room for recording the book talks/podcasts. A computer and USB microphone/headset are needed, in addition to audio recording software, such as Audacity. Students record, edit, and save their book talk podcast.Evaluate
Completed podcast book talks are uploaded to the shared directory, class blog, or wiki site for review by all class members and the teacher. Students complete a self assessment of their contributions and product, using a rubric template provided by the teacher. Students will each decide upon major areas for assessment and note those on the rubric before marking their self assessment. Students will also be asked to write a short narrative to include their reflections on the project and outcome.The teacher also develops a rubric for the project and assesses each student using it.