Read Anything Good Lately?

Subject Area(s):

• K-12: Language Arts

Grade Level(s):

• K-2nd Grade

Description:

The goal of this lesson plan is to motivate 2nd grade readers to share knowledge and opinions about books they have read and encourage them to sample new books and authors. Students will be able to give pertinent information about a book they have read. They will utilize a planning worksheet to script a booktalk, and technology to record and access a podcast of the booktalk. Finally, students will complete a self evaluation to assess their own performance.

Materials:

• Read Anything Good Lately? (Allen, S.), Where did the Butterfly Get Its Name? (Berger, M. & G.), Cook-a-Doodle-Doo! (Stevens, J.), Reading Rainbow video – Hail to Mail!, Message in the Mailbox (Leedy, L.), The Jolly Postman (Ahlberg, J. & A.), Stringbean’s Trip to the Shining Sea (Williams, J.)

• Chartboard and paper, markers
• SmartBoard or screen
• Audacity (audio software)

• Books (fiction/nonfiction) students have previously read, basket, planning worksheets, pencils, laptops, headphones w/ microphone

Procedures:

Day 1- Media Center (Launching)

Direct Instruction:

• TL launches Booktalk unit during a scheduled library class.
• TL asks students “What do you think a booktalk might be?” She discusses ideas, and gives a basic definition.
• TL shows portion of the Reading Rainbow – Hail to Mail! Video or DVD where students give book reviews.

Sharing and Reflecting:

• Have students discuss the book reviews.
• Have students vote on which of the stories reviewed they would like to hear.
• TL reads the winning story aloud to the class.

Day 2 – Classroom (Teacher models, students make book selection)

Direct Instruction:

• TL visits classroom and begins by reading Read Anything Good Lately?

Modeling and Guided Practice:

• Classroom teacher reminds students of previous discussion about booktalks.
• Both teachers model a booktalk (1 fiction, 1 nonfiction).

Independent Practice:

• Students choose a book from the classroom library that they have previously read.
• Students mark their selection (ex: bookmark w/ student name) and place books in a designated basket.

Day 3 – Media Center (What is a Podcast?)

Direct Instruction

• Classroom teacher holds up an iPod to begin a discussion about what digital media we can listen to.
• TL asks “Has anyone ever heard of a podcast?”
• TL discusses what a podcast is and gives some examples.
• Students listen to an example podcast from the previous year.
• TL introduces Audacity as the means of recording a podcast.

Modeling and Guided Practice:

• TL demonstrates how to access Audacity and create a podcast.
• Classroom teacher demonstrates how to save podcast and how students can access podcasts in the future from the school website (LMC or classroom page).

Day 4 – Media Center (Planning)

Direct Instruction

• TL introduces the lesson by reminding the class of the podcasts they listened to previously.
• Classroom teacher introduces the Booktalk Planning Worksheet and shows a completed worksheet.  (See SM1_Read Anything Good)

Modeling and Guided Practice

• TL will model use of planning worksheet by filling in a worksheet with the class using one of the books she recently read aloud to them.

Independent Practice

• Students retrieve their book selection from book baskets and record their name, title of book and author’s name.
• Students continue to fill in planning worksheet as teachers monitor their progress.
• Once students have finished worksheet and received teacher approval, they may reread their book or create an illustration on back of planning worksheet.

Day 5 – Media Center (Checklist and Practice)

Direct Instruction

• Classroom teacher introduces the “Good Booktalker Checklist” which reinforces qualities of a good presentation.  (See SM2_ReadAnythingGood)

Modeling and Guided Practice

• TL plays an example podcast and classroom teacher models use of the checklist on an overhead, SmartBoard, or large chart.

Independent Practice

• Students work in pairs. While one student practices their presentation, the other will use the checklist.

Day 6 – Media Center (Record Booktalks)

Direct Instruction

• TL reviews the qualities of a good booktalk (refer to SM2_ReadAnythingGood).
• TL reviews steps to access and use Audacity.

Independent Practice

• Students work independently with laptops, headphones, and planning worksheet to record their booktalk.  Both teachers monitor process and answer questions

Day 7 – Media Center (Listen to Booktalks)

Sharing and Reflecting

• Each student will share their booktalk with the class.
• Students will use a “Self Reflection Worksheet” to assess their work on this project and identify a book they heard about that they would like to read.

(See SM3_ReadAnythingGood)

• TL and classroom teacher each complete Booktalk Assessment Checklist. 

(See SM4_ReadAnythingGood)

Supporting Files:

• SM1_ReadAnythingGood.doc
  Planning Worksheet
• SM2_ReadAnythingGood.doc
  Planning Worksheet
• SM4_ReadAnythingGood.doc
  Teacher Assessment
• SM3_ReadAnythingGood.doc
  Student Self Reflection

Standards: