Two-Year Media Program Plan High Schoolers Group – Heather Brown, Kim Sciandra, Cecilia Bercher Programs implemented in the 1 st year: Program Grade / Subje ct QCCs / GPSs Description of Program Timeline Write a Book Review! Reader’s Incentiv e Program By Heather Brown 9 th - 12 th ELA(9,10,11,&12)RC1 The student reads a minimum of 25 grade- level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical After students check out books in the media center, they have the option to fill out and turn in a book review and place in the book review drop box in the media center. In the book review, the student is prompted to assign the book a number of stars, summarize the plot, and state whether he or she liked the book. At the end of the week on Friday’s announcements, a book review is drawn from the box and the winner receives a free book from the upcoming book fair or other prize. The media specialist will then upload all student Introduce students to new reading incentive program during orientation in August/ September. Begin drawing names from book review box by the 4 th week of school and continue until the end of the last book fair in the Spring.
Transcript
Two-Year Media Program PlanHigh Schoolers Group – Heather Brown, Kim Sciandra, Cecilia Bercher
Programs implemented in the 1 st year:
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Write a Book
Review! Reader’s Incentive Program
ByHeather Brown
9th-12th ELA(9,10,11,&12)RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
ELA(9,10)RC4 The student establishes a context for information acquired by reading across subject areas.
ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and
After students check out books in the media center, they have the option to fill out and turn in a book review and place in the book review drop box in the media center. In the book review, the student is prompted to assign the book a number of stars, summarize the plot, and state whether he or she liked the book. At the end of the week on Friday’s announcements, a book review is drawn from the box and the winner receives a free book from the upcoming book fair or other prize. The media specialist will then upload all student written book reviews into destiny so that they may be displayed when students are searching for books on OPAC. All book reviews are then distributed to teachers to use as documentation that the students are completing the 25 book campaign standard.
PR: Discuss this program with all students attending media center orientation during their language arts classes, advertise using the morning/afternoon announcements. Conduct a brief training for teachers explaining how this program will help them with 25 book campaign
Introduce students to new reading incentive program during orientation in August/ September. Begin drawing names from book review box by the 4th week of school and continue until the end of the last book fair in the Spring.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
ELA12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
records. Put information about the program in the media center newsletter for teachers. Display the “Write a Book Review”! Information poster by the book review drop box
Resources:
Hall, M. (2009). Reading Incentive Programs with Pizzazz. Library Media Connection, 28(2), 28-29. Retrieved from Academic Search Complete database.
Hauge, M. (2001). Reading Incentives: Passes, Privileges, and Prizes. (Cover story). Book Report, 20(2), 12. Retrieved from Academic Search Complete database.
Moyer, M. (2007). Book Alive: Reading Incentive Programs for High School Students. Library Media Connection, 25(7), 10-12. Retrieved from Academic Search Complete database.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Student and Teacher
Book Swap
ByHeather Brown
9th-12th ELA(9,10,11,&12)RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
ELA(9,10)RC4 The student establishes a context for information acquired by reading across subject areas
First, the media specialist will make sure everyone is aware of the book swap dates. Next, the media specialist will set dates for students and teachers to bring in slightly used books in good condition. The media specialist will also need to set “shopping dates”. As students and teachers donate items give them one “Book Buck” for every book donated. The media specialist will then organize books by genre and display with an attractive theme in the library. During shopping dates, students and teachers will bring in their “book bucks” to receive one book for every book donated. Any books that are not bought can be donated to the media center or used in the next book swap. This is an activity that the media specialist could do independently or Book Club members could assist with organizing the event.
PR: Advertise book swap through school newsletter, morning and afternoon announcements, and word of mouth. The book swap could even be advertised at a community level through the city or county newspaper. Let students know about the Book Swap anytime students receive instruction from the media specialist. Place book marks advertising the event at the circulation desk.
Resources:
Fall Book Swap
September 15-October 15: Media Center accepting book Donations
October 31st – Nov. 5th: Students purchase books using “Book Bucks”
Spring Book Swap
Jan. 15 – Feb. 15: Media Center accepting book donations
Feb. 31st – Mar. 6th: Students purchase books using “Book Bucks.”
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
South Jersey Regional Library Cooperative (2005). Book Swap. Youth News.
Retrieved February 11, 2010 from http://www.sjrlc.org/youth/youthnews_2005_spring_summer_web.pdf
Tarlton, Keri. (2009, February 16). The Great Garrett book swap. Retrieved from http://my.hsj.org/Schools/Newspaper/tabid/100/view/frontpage/editionid/22764/articleid/261244/The_Great_Garrett_Book_Swap.aspx
Wiginton, P. (n.d.). How to Hold a book swap at your school. Retrieved from
GradeELA(9,10,11,&12)RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
To encourage freshman to explore the media center they will participate in a scavenger hunt during media center orientation.
The media specialist will schedule all incoming freshman to attend a media center orientation during their English class. The media specialist will present a brief orientation on how to locate resources in the media center, the services the media center offers, and the rules of the media center.
After the orientation the students will be told that they are a crime scene investigator and they need to investigate the library. The students will be given a sheet of clues and they must find the answer to each clue.
Every student that scores an 80% or better on the quiz will receive a small prize such as bookmarks, a media center credit (for supplies or copy machine), or candy.
The media specialist will decorate the library with a “Crime Scene” theme. Decorations could include:
yellow crime scene tape (solicit donation from local police);
fake skeletons (borrowed from science department);
Preplanning days – Gather props and decorations for the CSI: Library theme.
Preplanning days – Collaborate with freshman English teachers to schedule class visits to the media center orientation.
Day before school – Decorate the media center.
First week of school – Media center staff will personally hand out bookmarks to freshman English students.
Second and third weeks of school – Freshman English classes attend media center orientation.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
magnifying glasses (borrowed from science department);
cameras; blown up crime scene photos (photos
available at www.flickr.com); and a chalk outline of a body on the floor.
PR:
1. To peak student curiosity, the media center will be decorated in time for the first day of school.
2. A book display on forensics will be placed in a prominent display case in the school. 3. Posters/flyers will be placed around the school.
4. Media center staff will personally handout bookmarks to all freshman English students.
Resources:
Carpinelli, T. (2005). Scavenger Hunt Contest. Library Media Connection, 24(1), 10. Retrieved from Academic Search Complete database.
Vrabel, T. (2008). So you think they'll roll their eyes: A New look at library orientation. Library Media Connection, 26(7), 37.
VAHSDRPR.1 Incorporates elements and principles of design to solve specific visual arts problems and to communicate ideas and emotions, culminating in a finished work of art. a) Uses thumbnail sketches
and visual/verbal notes to develop concept and composition for drawing.
b) Uses viewfinders to locate, assess, select, and make compositional choices to achieve a specific intent including different vantage points.
c) Discusses and applies concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition.
d) Applies compositional principles to create successful representational and non-objective art work.
To celebrate national Women’s History Month, which takes place in March every year, the media center will be transformed into an exhibit hall on women’s history. The following activities will be utilized to obtain items for display in the exhibit.
(1) Scrapbook Competition: History students will create a scrapbook page about a famous woman and her accomplishments. The history teachers will select the top two scrapbook pages and the winners will receive a $25 Barnes & Noble gift card (proceeds from the book fair will be used to purchase cards).
(2) Artwork: Art students will participate in a postage stamp design contest called. Students will be asked to design a postage stamp with a women’s history theme. Students will also submit a brief writing describing their design and its relevance to women’s history. Exhibit visitors will vote for their favorite design. The top two designs will win a $ 25 Barnes and Noble gift card (proceeds from book fair will be used to purchase cards).
(3) Book Reviews: The media specialist will use shelf talkers to mark books about women’s history. The AP English students will select a women’s history book and write a brief book review. The books and book reviews will be
December – The media specialist will collaborate with the Art, AP English, AP Science, Band, and History teachers to plan the student projects. The media specialist will contact the local historical society to request a display.
January – Students begin work on their project.
February 15th – Mail invitations.
February 20th – Student projects completed and submitted to the media specialist.
February 20th – Posters obtained from www.nwhp.org will be hung around the school.
Day before event – The media center will be rearranged to make room for the event.
e) Reviews and uses color theories and schemes to create intended effect and communicate meaning.
VAHSPAPR.1 Incorporates elements and principles of design to solve specific visual arts problems and to communicate ideas and emotions, culminating in a finished work of art. a) Uses multiple strategies,
such as thumbnail sketches, visual/verbal notes and viewfinders, to develop concept and composition for paintings.
b) Discusses and applies concepts, such as surface quality, activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition.
c) Applies compositional principles to create successful representational and non-objective art work.
displayed together.
(4) Video Presentation: The AP Science students will complete a movie presentation on contributions to science by women. The presentations will be available for viewing at a computer station in the exhibit.
(5) Collaboration with Historical Society: The media specialist will contact the local historical society to request a display on historical local women.
(6) Music: Band students will identify famous women composers and make a recording of their songs. The recording will be used as background music for the exhibit.
PR:
1. Bookmarks commemorating Women’s History Month will be given out to students and staff before the exhibit and to exhibit visitors during the exhibit.
2. The stamp contest will be announced in all art classes. The scrapbook contest will be announced in all history classes. 3. All Social Studies classes will be scheduled to
winners announced.
After the event – Thank you notes will be sent to the local historical society and others who assisted with the exhibit.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
ELA(9,10,11,&12)W3 The student uses research and technology to support writing. The student a) Formulates clear research
questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.
b) Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document.
c) Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical
view the exhibit.
4. The media specialist will advertise the event in the media center newsletter and on the media center webpage.
5. Teaching resources, posters, and handouts can be obtained from The Women’s History Project’s resource center online at www.nwhp.org.
6. The media specialist will contact local media to publicize the event to the public.
7. Invitations to the exhibit will be sent to the administration staff, school board members, local legislators, and key central office staff. A special table will be set up in a private area with light refreshments.
8. The media specialist will personally welcome all invited guests. This is a chance for the media specialist to make a connection with legislators and board members and to demonstrate the importance of a quality media program.
Resources:
Bookmark. (2010). Retrieved March 28, 2010, from Gale Cengage Learning: http://www.galeschools.com/pdf/free_resources/whm/whm2009_bookmarks.pdf
citations into a written text while maintaining the flow of ideas.
e) Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.
f) Uses systematic strategies to organize and record information (i.e., anecdotal scripting, annotated bibliographies).
g) Integrates databases, graphics, and spreadsheets into word-processed documents.
h) Designs and publishes documents, using such aids as advanced publishing software and graphic programs.
Cassell, K., & Weibel, K. (2010). (At least) 21 programming ideas for Women’s History Month. American Libraries. Retrieved March 28, 2010, from American Libraries: http://americanlibrariesmagazine.org/features/02102010/least-21-programming-ideas-womens-history-month
Cassell, K., & Weibel, K. (2010). Celebrating Women's History Month @ Your Library. American Libraries, 41(3), 38-40. Retrieved from Academic Search Complete database.
Cassell, K., & Weibel, K. (2010). To help you plan. American Libraries. http://americanlibrariesmagazine.org/features/02102010/help-you-plan
Celebrate Women's History Month. (2007). Reading Today, 24(4), 48. Retrieved from Academic Search Complete database.
ELA (9,10,11,&12)RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
SCSh7. Students will analyze how scientific knowledge is developed. Students recognize that: c) From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the observation of a new phenomenon or an
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
insightful interpretation of existing data by an individual or research group.
Social Studies standards will vary depending on the historical era in which the selected famous women lived and their accomplishments.
MESBB.9 - Understanding music in relation to history and culture c) Identify genres, styles, and composers within specific time periods.
Programs implemented in the 2 nd year
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Book Club
ByHeather Brown
9th -12th ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
ELA10RC2 The student participates in discussions related to curricular learning in all subject areas.
ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various
Some type of refreshments will be served at each Book Club meeting. The students will read one book in preparation for discussions/ activities during the meeting. The following activities can be used throughout the year for meetings or field trips:
Invite a guest speaker from a local book store Organize a field trip to the book store and allow
students in the book club to help you pick out new books for the media center. Book club members can be the first to check them out!
Book discussions Media specialist conducts a book talk on the
book members are assigned to read before the next meeting
During each meeting, a student can conduct a short presentation about their favorite book
Rate books on a rating scale Arrange to have your book club featured in the
yearbook.
PR: Recruit an eager student to advertise to peers. Share information about book club with all classes during library orientation. Post flyers around the school promoting club membership. Recruit via morning announcements and school newsletter. Let teachers know about the club through school wide email and invite them to join as well!
Begin recruiting for book club members during the 1st week of school. Conduct the 1st meeting in September, and hold a meeting once a month. The last meeting/celebration will occur in May.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
Resources: Knop, K. (2008). Graphic Novels--Join the Club!. Library Media Connection, 27(3), 40-41. Retrieved from Academic Search Complete database.
McKee, B. (2005). Adventures with a High School Book Club. Library Media Connection, 23(4), 44-46. Retrieved from Academic Search Complete database.
Seitz, I., & Goodson, L. (2006). Student Book Clubs: Improving Literature Instruction in Middle and High School. Journal of Adolescent & Adult Literacy, 50(1), 86-87. Retrieved from Academic Search Complete database.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Library Media Center Open House for Teachers,
Parents, Students and other School
Staff
ByHeather Brown
9th-12th ELA10RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
ELA(9,10) RC4 The student establishes a context for information acquired by reading across subject areas.
ELA(9,10,11,&12)RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
There will be a tropical theme for this event. Refreshments will be provided including punch with umbrellas. A few marching band students can play tropical music or a CD can be played. Display stations will indicate if the information is for a parent, teacher, or student. The following stations will be set up for individuals to visit:
For students/ parents/ teachers : New fiction books available!
For students/ parents/ teachers: New nonfiction books available!
For teachers: New instructional audiovisual materials. Have a TV set up displaying new videos, and spread new materials out on a table.
For students/ parents/ teachers: Request new materials! Set out vendor catalogs with request for acquisition of material forms.
Fore students/ parents/ teachers: Online Resources! Have a computer station set up featuring online resources that are available.
For students/ parents/ teachers Media Center Services Table! This table is designated to educate patrons on media center services available such as laminating, book holds, school store, etc.
The Open House will be held on the last Friday in September.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
PR: Place invitations in teachers’ boxes and send out a school wide email. Put clip art on the invitations that represents the theme of the event. Make buttons that say “I’ll see you at open house!” and place in the teachers’ boxes. Use word of mouth and put on the morning/ afternoon announcements and school newsletter.
Resources:
Schembri, P. (2003). Library Open House. Library Media Connection, 22(1), 43. Retrieved from Academic Search Complete database.
Yoke, B. (2003). Open Doors to Collaboration with an Open House. Library Media Connection, 22(1), 44- 45. Retrieved from Academic Search Complete database.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Banned Book Week
ByCeciliaBercher
9th -12th ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.
Support the teaching and learning as a function of the media program, this “Banned Books” promotional program encourages student reading at all levels. As a by-product of this reading program, it will also raise awareness of the freedom of speech and censorship issues. Prizes will be donated by our business community sponsors.
PR:
For Teachers: Discuss the program with English teachers at departmental meetings; distribute a flyer to them with an attached bibliography of books available for checkout and activity/program websites. For Students: Place flyers in media center; put Banned Book Week on the school and media center calendars; place announcement in school newspaper, on morning announcements, on in-school circuit television, advertise on media center website.
Resources:
American Library Association. (2010). Banned books week: celebrating the freedom to read. Retrieved February 19, 2010, from http://www.ala.org/ala/issuesadvocacy/banned/bannedbooksweek/index.cfm
Banned books week: what you can do. Retrieved
During pre-planning, check how many copies of banned books are available for check-out. Order extra copies, as necessary.
Introduce students and teachers to this program during orientations in August and as classes visit the media center.
Begin covering the books with “Banned Book” covers on Sept. 10. Place them in/on glass displays, on shelves and bookcases in media center in full view.
Contest will end Oct. 31with drawings and prizes awarded by Nov. 5.
February 19, 2010, from http://www.bannedbooksweek.org/support.html.
On-line computer library center, inc. (2009). 2005 Complete list. Retrieved February 19, 2010, from http://www.oclc.org/research/top1000/complete.htm.
Wikipedia. List of books banned by the government. Retrieved February 19, 2010, from http://en.wikipedia.org/wiki/List_of_books_banned_by_governments
Miller, D. (2010). Banned book week. Teacher Magazine; teacher blog. Retrieved February 19, 2010, from http://blogs.edweek.org/teachers/book_whisperer/2009/09/banned_book_week.html.
ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts.
ELABLRC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.
This program is a bookmark-making contest for all students. Students will find and research their favorite quote (or quotes). They will use the vocabulary and context of their readings in literature, including any and all types of genres. Students will design the artwork and typestyle for the bookmark, and attribute the quote using proper citation formatting. Limit two bookmark submissions per student. Prizes will be donated by local bookstores and arts supply store. Submissions will be judged by the English and Art department chairs. The top ten bookmark designs will be recognized, reproduced, and distributed in the media center to students.
PR:
For Teachers: Send out Informational Flyer to teachers about the promotion.
For Students: Place flyers in media center; put “Say What?” on the school and media center calendars; place announcement in school newspaper, on morning announcements, on in-school circuit t.v., advertise on media center website. Ask Book Club members and student media center volunteers to assist in encouraging participation.
In November, obtain buy-in from Art and English department chairs. First day that school is in session after break, send out the teacher flyer. The contest will run from January – March, with prizes awarded in April.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Resources:
Bishop, K. (2007). The collection program in schools: concepts, practices, and information sources. (4th ed.). Connecticut: Libraries Unlimited.
Lamb, A. (2006). Building treehouses for learning. (4th ed.). Kansas: Vision to Action.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
Monday Movie
Madness
By Cecilia Bercher
9th – 12th
ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
This is a social event-based program that promotes English literature and movies based on English literature. It promotes the novel, and will attract new readers to the genre. During Mondays, movies will be played on in-circuit televisions in the media center; two different movies per day. The novels which correspond to the movies will be available for student check out. Have containers of popcorn available, with bowls on each table so each student can have his own
PR: In mid-March, announce this program during daily announcements, with a blurb on the in-circuit television in the hallways on the school calendar, and with flyers for the students in their homerooms and in the media center.
Resources: Lamb, A. (2006). Building treehouses for learning. (4th ed.). Kansas: Vision to Action.
Martin, A. (2005). Seven steps to an award-winning school library program. Connecticut: Libraries Unlimited.
Northern, A. (2000, April 1). Re: hit: books to movies. Message posted to Educator’s Desk Reference LM_NET electronic mailing list, archived at http://www.eduref.org/plweb-cgi/fastweb?getdoc+listservs+LM_NET-
In early March (i) check with the internal IT specialist to see what is necessary for movies to be placed on in-circuit television in the media center; (ii) make sure there are enough copies of the novels for student check-out; and (iii) verify copyright guidelines and policies for movies.
9th - 12th SSCG7 The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions.
The media center will host an “Election Extravaganza” to educate students on citizenship and the political process. The following activities are designed to provide the students with a hands-on experience with the political process.
1. The local registrar will set up a table where students who are eligible can register to vote.
2. Students will determine the political party with which their views align best. Students will use the computer labs to take a quiz at www.theadvocates.org/quiz.html. The students will use the determined political party when they vote in the mock election.
3. Local political candidates will be invited to attend the event and answer questions about their platform. The social studies teachers will prepare students for the event by discussing the candidates’ platforms before the event. Students can then create a list of questions to bring with them to the event.
4. Students will provide their views on political issues. Political issues will be written on a large sheet of papers and students will add their comments to the sheets.
5. After questioning the candidates and reviewing
August – The media specialist will collaborate with the government teachers to develop a plan to prepare the students for the event.
August – The media specialist will contact local candidates to invite them to attend the event.
August – The media specialist will contact the local elections board to request a representative and voting machines for the event.
August – The media specialist will contact the local voter registration office to request a representative and voter registration applications for the event.
Early September – The media specialist will purchase red, white, and blue decorations that go on sale after Labor Day. The
their fellow students’ comments on the issues, the students will participate in a mock election. The local election board will bring a few voting machines and provide lessons on how to use the machines. The students will then vote for their favorite candidates.
PR:
1. The media specialist will advertise the event in the media center newsletter and on the media center webpage.
2. The media specialist will contact the local news media to request a reporter cover the event.
3. The media center will be decorated with red, white, and blue decorations.
4. Media center student aides will create posters advertising the event.
5. The media specialist will create a political themed book display.
6. The media specialist will personally welcome all invited guests. This is a chance for the media specialist to make a connection with legislators and to demonstrate the importance of a quality media
media specialist will also contact the local Democratic and Republican parties to request donations of decorations.
End of September – The media specialist will contact local candidates, the election board, and the registrars office to confirm their attendance
End of September – The media specialist will contact the local news media to request a news reporter to cover the event.
Day before the event – The media center will be rearranged make room for the various stations. The media center will be decorated.
Middle of October – Event day.
Day after event – The election results will be announced.
Program Grade / Subject
QCCs / GPSs Description of Program Timeline
program.
Resources:
Repp, A. (2009). Thanks-a-Latte, Seniors: The Library Hosts and Election Day Event. Library Media Connection, 28(3), 16-17. Retrieved from Professional Development Collection database.
Sandham, J. (1998). Mock Elections Spark Political Awareness In Nation's Students. Education Week, 18(9), 12. Retrieved from Professional Development Collection database.
After event – Thank you notes will be sent.
BOOK REVIEW
BOOK SWAP
ThePCHSBook
Swap!
September 15-October 15: Media Center accepting book Donations/ Students/ Teachers/ Parents receive 1 “Book Buck” for each book.
October 31st – Nov. 5th: Donated books may be purchased using “Book Bucks”. 1 “Book buck” will buy you one book.
Spring Book Swap
Jan. 15 – Feb. 15: Media Center accepting book Donations/ Students/ Teachers/ Parents receive 1 “Book Buck” for each book.
Feb. 31st – Mar. 6th Donated books may be purchased using “Book Bucks”. 1 “Book buck” will buy you one book.
CSI: LIBRARYMedia Center Investigation
Probing for Clues
1. List the title of one of the magazine subscriptions.
2. Write the title of a book with the call number “FIC MAR” from the fiction area.
3. How many student computers are in the media center?
4. What is on the cover of the book with the call number 363.25 Sho?
5. What are the names of the media center personnel?
6. Where is the Student Sign In/Out Sheet?
7. Write one fact from the media center brochure.
8. Write one rule of the media center.
9. How many books have the word“crime”in the title?
10. How many books do we have about “crime scene investigation” if you search by:Keyword?
Subject?
11. Find a book about “criminal justice” in the library catalog and write its call number.
12. Find a book about “careers in forensics” and write its title and call number.
Analyzing the Clues
1. Log onto your Questia account at www.questiaschool.com.
2. Find the Login boxes at the upper right side of the screen. Enter your Questia School username and password.
a. Username _____________________b. Password ______________________
(Go To Preferences at top above your name and set all your defaults now)
3. Click on the tab, “Projects.”a. Click on “Manage Projects”b. In the text box type, “Questia Crime Scene Investigation
Assignment”c. Click the “Add” button
4. Now click on the “Search” tab located at the top of the website.
5. Search the library for “CSI” (Remember to use quotes). Locate and read the article “Producing Absolute Truth: CSI Science as Wishful Thinking” in American Anthropologist.
a. Add this article to your bookshelfb. Bookmark the page
6. Locate and read the book, “Little Masterpieces,” by Bliss Perry.a. In this book, highlight the passages that refer to the “Gettysburg
Address” (open the book and use the “Find in Book” tab)b. Bookmark these pages as wellc. Add this book to your bibliography
7. Search for “Childhood Obesity.”a. Select and read one entryb. Add the publication to your bookshelf
8. Search for “Credit Card Debt.”a. Select the book Teen Guide to Personal and Financial Management b. Locate and bookmark the pages on which “credit card debt” is
discussed.
9. Now, you’re going to create your bibliography. Click on the “Projects” tab at the top of the website.
a. Go to “Create Bibliography”b. Keep all boxes checked, click “Next”c. A list of all the resources you used should pop upd. Format your bibliography in MLA formate. Click “Finish”f. It will next prompt you to “download file”g. At the next prompt, select “Open”h. When your bibliography opens in Microsoft Word, you are ready to
print.
Presenting Your Evidence
Turn your answers in to the media center staff
WOMEN’S HISTORY MONTH
Press Release
Forsyth Central High School will be celebrating Women’s History Month by presenting an informative exhibit in the school’s media center. The exhibit will feature student projects on important women in history and a display from the local historical society on the contributions of the county’s pioneer women. Everyone is invited to learn more about the women who changed our world. The exhibit will be open to the public from March 1st to March 15th.
Bookmark
School Announcement/Webpage Announcement
Preparations are underway for the school’s annual celebration of Women’s History Month. The media center will host an exhibit on important women in history from March 1st to March 15th. This year we will have a stamp design contest. Students can design a stamp that honors a specific woman or women’s history in general. Winners will receive a Barnes and Noble gift card. Please see your art teacher or the media specialist for more information.Be sure to stop by the exhibit and learn more about the women who have changed our world.
Invitations
Art students will be recruited to create hand-written invitations with calligraphy. Details on the invitation will include:
The Forsyth Central High School Media Center cordially invites you
to attend a Women’s History Exhibit in honor of national Women’s History Month.
March 1st through March 15th
Eight o’clock in the morning till four in the afternoon
“Get to know the woman who changed our world”
Please contact (Media Specialist name), Media Specialist
at 770-555-1212 for more information.
BOOK CLUB
Field trip to the Barnes and Nobles to help the media specialist pick out new books for the library!
Guest Speakers from Book Stores! Read new and exciting books and discuss with your peers! Learn about new books through book talks! Be featured in the yearbook as a Book Club Member! Make new friends who have similar interests. See Miss Brown in the Media Center for more information!! Join us for our first meeting on September 1st, 2010 at
8:00 a.m. in the media center.
BANNED BOOK WEEK
(Banned Books Week Flyer for Teachers)
Join the Media Center in Acknowledging
Banned Books Week
During September 26 – October 3
See attached lists containing Banned Books from English Literature and Websites containing related classroom activities.
We’ll be awarding prizes to students who read the most banned books and answer a questionnaire.
Banned Books Week Activity Websites:
1. http://www.bannedbooksweek.org/support.html: This is a list of activities.
2. http://en.wikipedia.org/wiki/List_of_books_banned_by_governments: Wikipedia’s entry on banned books.
3. http://www.ala.org/ala/issuesadvocacy/banned/bannedbooksweek/index.cfm: Information about censorship from the American Library Association.
4. http://www.oclc.org/research/top1000/complete.htm: This is a list of 1000 works which have been banned.
5. http://blogs.edweek.org/teachers/book_whisperer/2009/09/banned_book_week.html: This is a teacher’s blog about reading banned books. The best advice is to “Read it first!”.
List of Banned Books in English Literature:
1. A Tale of Two Cities by Charles Dickens2. Frankenstein by Mary Wollstonecraft Shelley3. Gulliver’s Travels by Jonathon Swift4. Canterbury Tales by Geoffrey Chaucer5. The Tale of Peter Rabbit by Beatrix Potter6. Utopia by Sir Thomas More7. Ivanhoe by Sir Walter Scott8. Oliver Twist by Charles Dickens9. Dracula by Bram Stoker10. Pride and Prejudice by Jane Austen11. Tom Jones by Henry Fielding12. Jane Eyre by Charlotte Bronte13. Beowulf 14. Emma by Jane Austen15. The Merchant of Venice by William Shakespeare16. Sense and Sensibility by Jane Austen17. The Morte d’Arthur by Sir Thomas Mallory18. Lord Jim by Joseph Conrad19. The Hobbit by J.R.R. Tolkein20. Middlemarch by George Eliot21. The Life of Samuel Johnson by James Boswell22. MacBeth by William Shakespeare
23. Wuthering Heights by Emily Bronte24. Great Expectations by Charles Dickens25. Tess of the D’Urbervilles by Thomas Hardy26. Bleake House by Charles Dickens27. Ulysses by James Joyce28. Origin of the Species by Charles Darwin29. Dubliners by James Joyce30. Adventures of Sherlock Holmes by Sir Arthur Conan Doyle31. Hamlet by William Shakespeare32. Robinson Crusoe by Daniel DeFoe33. Paradise Lost by John Milton34. Lady Chatterley’s Lover by D.H. Lawrence35. The Tempest by William Shakespeare36. Jude the Obscure by Thomas Hardy37. Moll Flanders by Daniel DeFoe38. Essay Concerning Human Understanding by John Locke39. Leviathan by Thomas Hobbes40. Romeo and Juliet by William Shakespeare41. Silas Marner by George Eliot42. A Christmas Carol by Charles Dickens43. Women in Love by D. H. Lawrence44. The Lord of the Rings by J.R.R. Tolkein45. Treasure Island by Robert Louis Stevenson46. Heart of Darkness by Joseph Conrad47. The Picture of Dorian Gray by Oscar Wilde48. Pilgrim’s Progress by John Bunyan49. Othello by William Shakespeare50. A Midsummer’s Night Dream by William Shakespeare51. Tom Jones by Henry Fielding52. Vanity Fair by William Makepeace Thackeray53. Return of the Native by Thomas Hardy54. Portrait of an Artist as a Young Man by James Joyce55. The Lion, the Witch and the Wardrobe by C.S. Lewis56. Hound of the Baskervilles by Sir Arthur Conan Doyle
(Banned Books Week Flyer for Students)
Join the Media Center in Acknowledging
Banned Books Week
During the week of September 26 – October 3
These are Dangerous Books and were Banned many years ago from being read by decent, gentle and law-abiding society.
DON’T READ THESE BOOKS!!!!!!
But if you do, complete one questionnaire for each book you read. Turn in the questionnaire at the Media Center. You could win a prize if you are the student who reads the most banned books in your class. Other prizes will be awarded by random drawings from the completed questionnaires.
7. Given the time period/historical/political, and other considerations, do you agree with the Book’s banning? Why or why not? (You may use additional pages)
PLEASE RETURN THIS QUESTIONNAIRE WITH YOUR ANSWERS TO THE MEDIA CENTER. THERE WILL BE A PRIZE FOR THE STUDENT (IN EACH ENGLISH CLASS) WHO READS THE MOST BANNED BOOKS AND MORE PRIZES AWARDED RANDOMLY FROM COMPLETED QUESTIONNAIRES.
OPEN HOUSE
you’re invited to a
TROPICAL MEDIA CENTER OPEN
HOUSE! PCHS Media
Center
September 17, 2010 3:30 pm.
SAY WHAT??? INCENTIVE PROGRAM
(Student PR Flyers for the “Say What?” bookmark/favorite quote promotion)
Say What ????
Design a book mark which includes your favorite quote in English literature. This must include your original artwork and typestyle. Use proper citation format.
Size will be limited to 1 ½ inches wide X 7 inches long. Two entries per student will be allowed. Prizes will be
donated by local bookstores and art supply stores. This contest will be jointly judged by the Art and English
Department Chairs.
The top ten bookmark designs will be recognized reproduced and will be distributed in the media center
to students.
MOVIE MADNESS
Monday Movie Madness
Every Monday in April, the Media Center will be showing movies based on novels in English literature. Two different movies will run
in rotation each day starting at 7:30 a.m.
Copies of the novel that the movies are based on will be available for check-out.
********* Popcorn will be available, too! *************
ELECTION EXTRAVAGANZA
Letter to Candidates
Dear (Name of Candidate):
My name is (Media Specialist Name) and I am the School Library Media Specialist at (Name of School). I am planning an “Election Extravaganza” event that will promote the political process to the students by providing them with hands-on citizenship-related activities. To prepare for the event the students will be discussing the platforms of candidates running for local office. I would like to cordially invite you to attend this event so that the students can meet you personally and discuss your platform.
This will be a fun and informal event where students can speak casually with those involved in the political process. The local elections board will provide machines and instructions on using the machines so that the students can participate in a mock election. The registrar will be on hand to register students who are eligible to vote.
The event will be held in the (Name of School) Media Center on (Date of Event). You are invited to spend the whole day or just part of the day. This is a great opportunity to meet our next generation of voters.
Please feel free to contact me at (phone number) if you have any questions. I look forward to your response.
Sincerely,
School Announcement/Webpage Announcement
Our annual “Election Extravaganza” will be held in the media center on October 15th. This is a hands-on event that will introduce you to the political process. You can practice voting on a real voting machine, register to vote, and meet local candidates running for office.
Be sure to stop by and learn how your vote can change the country.
