Building Up Books

Building Up Books lesson plan

Design an ad to convince classmates to read a wonderful book! Create a market for enthusiastic book reports.

  • 1.

    Students read a book independently. Have students break into small groups to talk about the characters, plot, setting, writing style, and other elements.

  • 2.

    With Crayola® Erasable Colored Pencils, students make a list of the most appealing features of the book. What characters seem most real? Which events are exciting? How can they convince their classmates to read this book?

  • 3.

    Students create an advertisement for the book using Crayola Markers on a large sheet of paper. Choose colors, words, and images to communicate ideas that will appeal to classmates. Include the book's title and author's name. Draw fascinating scenes or characters. Write phrases or sentences on the poster to build up the book.

  • 4.

    Display the finished ads around the classroom. Students read their classmates ads and choose one of their books to read.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Engage effectively in a range of collaborative discussions (one-to-one, in groups, or teacher-let) with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.
  • LA: Determine a theme of a story, drama, or poem from details in a text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
  • LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • LA: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • LA: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
  • LA: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Adaptations

  • Using literature circle format, have student groups read a selected book. During the course of their meetings, students create illustrations of scenes from their reading using Crayola Colored Pencils. These scenes can be used as starting points for the book advertisement. Advertisements can be scanned onto a classroom computer and students audio-tape the presentation of their book advertisement. A short script should be hand-written prior to the audio-taping to assist with the clarity of the presentation.
  • After a study of persuasive techniques used to create television commercials, student groups create a commercial to advertise their book. A written script should accompany the commercial, documenting the persuasive technique(s) to be viewed in the commercial. Students dress as book characters and act out the commercial. The performance is videotaped and uploaded to a classroom computer. In a center setting, classmates view and evaluate the commercial's effectiveness using a teacher-and-student-made rubric.
  • Organize a time when older students can read to primary school children. After each read, the older student will interview the primary students asking such questions as what in the book appealed to them, how they liked the illustrations, etc. Upper elementary students prepare an advertisement for the book and share it with the primary students. Have primary students evaluate the ads. Does they encourage reading the books?