Talk That Book

Presented by: Nanette Dougherty

Subject Area(s):

Grade Level(s):


The goal is of this lesson and the larger unit that it is part of is to promote the social interactive nature of reading through the creation and presentation of booktalks. If we want students to become lifelong readers, we need to help them to develop the habits of adult readers in the real world. Though perhaps not in a traditional booktalk format, adult readers often recommend and talk about books they are reading with their friends. Librarians use booktalks to create interest in books and motivate students; booktalks by peers may prove even more motivating. Creating their own booktalks will invite students into the world of books, writers and ideas, with the goal of building thoughtful readers who are intrinsically motivated to read widely and share their reading with the others. In this lesson, students will learn what a booktalk is, become familiar with the elements of booktalks, learn tips and some do's and don'ts for creating their own booktalks, write a booktalk script with partners and use planning sheets to begin to write their own booktalk scripts independently. This lesson will concentrate on using what students have learned about booktalks and thinking creatively about their books in order to present it and share it with others, with the goal of "hooking the audience."

Goals & Objectives:

 Information Literacy Skill(s):
• Connects to and forms personal meaning from literary and artistic works.
• Deepens understanding of literature by analyzing the parts.
• Selects appropriate texts from a variety of genres.
• Understands author’s purpose and voice.
• Makes connections across works of literature or art.
• Discusses, evaluates, and shares great literature.
• Creates personal responses to literature using arts and technology.

• Uses arts and technology for personal expression.

• Locates and selects materials of interest in a variety of genres.
• Seeks to understand the meaning of what is read.
(Information Fluency Continuum, NYCDOE)


Information Literacy Standard(s): 2. An independent learner responds to and creates literary and artistic expressions, uses effective strategies for personal exploration of ideas, and reads on his or her own by choice. (Information Fluency Continuum, NYCDOE)

Related Subject Area(s): ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬English Language Arts
Related Content Standard(s): English Language Arts, NCTE
1. Students read a wide range of print and nonprint 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.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
   4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
   5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
   6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
   8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).




Please see attached lesson plan and BuILder.


Supporting Files: