CLASSROOM LESSON 3:
Book Talks
BOOK TITLE: No Talking
AUTHOR: Andrew Clements
LESSON TITLE: Book Talks
LESSON PLAN AUTHOR : Peggy Lewis
GRADE
LEVEL: 4-5
LESSON DURATION: 2 Sessions, 45-60 Minutes Each
OBJECTIVE
- Students will identify the major parts of a good book or story.
- Students will compare the elements of a book and a book talk.
- Students will write a book talk.
MATERIALS/MEDIA LIST
- Copy of books to be discussed (optional)
MOTIVATION/INTRODUCTION
- Ask students if they have ever asked someone about a book or a movie only to have the person go on and on about every detail.
- Discuss reactions (ex: they spoil the ending; you get bored with all of the details, you may not even need to watch the movie or read the book after they finish, you may watch the movie or read the book and feel like you have already done it)
- Explain that book talks are a way to tell someone about a book in a way that makes them want to read it.
NEW INFORMATION
- Book talks are similar to summaries, but even more precise and brief. They might be considered a glimpse at the book.
- Book talks include the elements of main character, problem or conflict, setting, maybe tone or genre, author and title.
- Book talks do not tell the conclusion, but may hint at it.
- Book talks encourage you to read the book.
MODELING
- Ask students, “What does every good story or book have?”
- Record their ideas on the board. Make 2 columns: 1 column for the essential elements of problem, character, setting, tone; 1 column for other elements such as dialogue, details, pictures, title, etc.
- Teacher reads aloud School Story Book Talk 1 to the students.
- Ask students to look at the elements on the board.
- Did the book talk tell about the main characters? (Natalie and Zoe)
- Do they know where the setting is? (at school or home in a general way)
- Do they know what the problem is in the story? (get the book published)
- Do they have an idea what kind of story it is (genre)? (Realistic fiction)
- Do they know many of the details of the story? (Not really)
- Was there dialogue in the book talk? (No)
- Do you know who the author of the book is? (Andrew Clements)
- Do you know the title of the book? (School Story)
- Teacher reads aloud School Story Book Talk 2 to the students.
- Repeat the questions from #4 above.
- Compare the 2 examples for the same book.
- Point out that one starts out with questions and one makes a statement.
- Point out that each tries to hook the reader in the end by saying why you might want to read the book.
- Ask the students if they think they might know how the book ends. Can they be sure
- Teacher reads aloud Landry News Book Talk 1 to the students.
- Repeat the questions from #4 above.
- Ask, “How does the book talk try to hook you into reading this book?”
- Ask the students if they think this is a book they might like to read. Discuss their responses briefly, connecting them to the elements of a book and a book talk.
GUIDED PRACTICE
Tell the students that you will work together to make the plans for and write a book talk. For this activity, use a book that all of the students have read.
- Review the important elements to include in a book talk (main characters, setting, problem, genre or tone, title, author).
- Thinking aloud and asking for input from the students, make notes on the board about the important elements.
- Again, modeling your thinking, think about and discuss ways that you might start the book talk.
- Write a couple of openings with the students.
- Choose one of the openings and continue to write the book talk with feedback from the students. As you are writing, point out your thinking and the important elements that you are including. Emphasize what you are choosing to leave out as well as what you are including.
- When finished with the sample, read it aloud. Make comments or notes about how you might plan to revise it. Point out the elements that are critical and think aloud about whether or not there is a hook for the reader.
PRACTICE/APPLICATION
- Students choose a book they have read and liked for which to write a book talk. (Alternatively, have the whole class write the book talk on a book the whole class has read)
- Students read their book talk to a partner or small group and ask listeners to identify the important elements of the story being told and the hook to make them want to read the book.
- Students revise their writing.
EVALUATION OF STUDENT LEARNING
CLOSURE
- Have the students re-state the main elements to include in a book talk
- Have the students state some of the strategies that are effective as a “hook” for listeners
EXTENSIONS
- Students rehearse reading the final version of their book talk and have it video-taped
- If a variety of books have been written about, students share their book talks in the library or media center with other students
NCTE STANDARD 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.
NCTE STANDARD 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.
NCTE STANDARD 6
Students apply knowledge of language structure, language conventions (spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
NCTE STANDARD 11
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. (Through lesson extension)
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