Beacon Lesson Plan Library

Publishing a Group Book

Joyce Sewell
Bay District Schools


Students will learn how to follow a pattern for writing pages that can be collaborated into a book. Students will learn writing skills, computer skills, and editing skills necessary to publish a piece of writing.


The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.

The student produces final documents that have been edited for-correct spelling-correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks-correct paragraph indentation -correct usage of subject/verb agreement, verb and noun forms, and sentence structure and -correct formatting according to instruction.

The student recognizes and explains the effects of language, such as sensory words, rhymes, and choice of vocabulary and story structure, such as patterns, used in children's texts.


-Teacher-made Story Starters, Sentence Patterning Books, or Alphabet Books
-Dictionaries, Thesauruses, Atlases, and Encyclopedias
-Word Processing Program
-Computers, printer, and scanner
-A storage disc
-Book binding materials such as construction paper, staples, folders with brads, or a binding machine which requires spirals and tag board for the backing


1. Collect pattern books and alphabet books

2. Collect resource books:dictionaries, atlases, encyclopedias, and thesauruses

3. Collect materials necessary for publishing books.

4. Establish a rubric with the students


l. Review different kinds of alphabet books with the students.

2. Select a pattern to guide the class.

3. Assign each student a different letter of the alphabet and have them write several sentences that follow the pattern and the subjects selected. (Example: My name is Alex and my friend`s name is Allen. We live in Alabama and we sell alligators.)

4. The students plan and write a rough draft with a pencil.

5. A lesson on plagiarism needs to come at this time. Students need to understand that an author or illustrator has rights that are protected by copyright laws.

6. A small group will learn how to operate the word processing program: selecting the type and size of font, use the shift key, space bar, return and delete keys.

7. Students should copy their rough drafts and save them on a storage disc. When a student has not completed the assignment, they can save it and pull it up to work on at a future time.

8. Later, students will learn how to retrieve their material, to proofread using the spell check and thesaurus, and to save the corrections.

9. Students should be ready to print their work.

10. One small group will become computer helpers. They will help the next group of students learn how to use the computers until all of the students can work independently.

11. When the students have printed a neat copy of their written work, they are ready to draw an illustration or find one to go with the subject.

12. They will learn to scan their illustrations and print them on their neat copies.

13. Now the group is ready to compile their book and share it with others.


A rubric was used to evaluate each page of the group book.

4: Topic was well focused and organized with zero to one error in spelling or punctuation. Illustrations were focused on the written text. Students listened and followed directions with little or no guidance.

3: Topic was focused and organized with two or three errors in spelling or punctuation. Students selected or drew an illustration that may or may not have been focused on the written text. Students listened and followed directions with some help.

2: Topic was mentioned but was not well focused. There were four or five errors in spelling or punctuation. Students listened but needed constant reassurance.

1: Students had to be guided to maintain focus on the topic. Students required a peer helper or adult supervision to stay on task. Students completed task under constant guidance.

0: Students wrote something that was not on the topic or could not be read because of spelling and punctuation errors. Failure to stay on task and to complete the rough draft resulted in the students not being able to work on a computer.


A good extension for this unit is a follow up unit for 'Publishing Individual Books.'
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