Two Year Program/Group 3 MEDT 6466Gem Butterfield Spring 2012Vickie Holmes Dr. Goldberg Wendy Locke Liz Manguno

Maven Middle School

Number Activity Month Team MemberYear 11 Media Center Orientation August Gem2 Character Education August - May Wendy3 We Are America August – May Wendy4 Middle Media Book Club September After Labor Day Vickie5 Poetry Month April LizYear 21 Banned Book Week September Gem2 The Big Read September Vickie3 Hispanic Heritage Month September 15 – October 15 Wendy4 Family Reading Night October, January, March, May – 9

WeeksVickie

5 Book Fair November Liz6 We Need a Break Week April Gem7 National Library Week/School

Library MonthApril Liz

8 Cinco de Mayo May Gem9 Get a Card May Gem

YEAR ONEProgram Grade/Subject QCCs/GPS Description of Program Timeline

Media Center Orientation

6, 7, 8 ELA6W3, ELA7W3, ELA8W3 – The student uses research and technology to support writing. The student plans and conducts multiple step information searches by using computer networks and modems.

The media specialist will conduct an orientation to introduce the various resources of the media center to students new to the school. Students will be shown a Dewey Decimal Power Point. Other topics that will be covered include location of various print resources, computer stations, check out and return policies and procedures, rules, and introduction of media staff.

Returning 8th grade students will serve as “hosts” and create a “scavenger hunt” of the library and its resources for completion by visitors.

August

Public Relations:

Through “Connect Ed” a message will be sent to parents encouraging them to ask about the library visit.

Bookmarks with the Dewey Decimal System information will be distributed.

After the orientation, once a week for the month of August, the morning news will feature a fictional title to be given a Dewey number. Students can email or drop their entry into a box. Small prizes will be awarded.

Resources:Divine, C. (2008, August/September). Orientation Video.

Library Media Connection, 27(1), 8.

Purcell, M. (2011, November/December). Destination Media Center: How to Provide an Orientation to make Sure Patrons are Headed in the Right Direction. Library Media Connection, 30(3), 16-18.

Character Education

6, 7, 8 This link includes all of the character education standards for August – May Character Ed Standards

Each month a positive character trait will be discussed by means of focusing on a key word and additional related words describing that trait. A bulletin board and corner display in the Media Center will highlight resources and books that relate to the character trait/words and these resources will be available for students and teachers to check out. The character education words will also be displayed in classrooms (via the scrolling announcements on the television) as well as communicated through announcements, school activities, parent/student newsletters and the morning news team. The purpose of the Character Education program is to integrate good

August – MaySchool-wide

character traits into the total school environment, as well as into the community. These words and definitions will focus on the attitudes and personal qualities that build a foundation for student success in life and work. It is through modeling these traits throughout the school that students will learn them.

Public Relations:

Each classroom will have the character word of the month/week scrolling on the morning announcements on the classroom television. The word will be mentioned in the morning announcements and discussed daily during advisement/homeroom. The advisors will also lead lessons based on the character words. These lessons will include activities and discussions of character education videos that will be played via closed captioned TV in the media center or via links sent out to teachers.

Resources:

Cobb county character education program [Character Traits Calendar]. (n.d.). Retrieved April 9, 2012, from Cobb County School System website: http://www.cobbk12.org/ centraloffice/ communications/ charactereducation/

Educate and have fun with short stories. (n.d.). Retrieved April 9, 2012, from http://freestoriesforkids.com/

Inspirational content [Inspire my kids: Words of inspiration]. (n.d.). Retrieved April 9, 2012, from http://inspiremykids.com/

Inspirational values [How to teach values]. (n.d.). Retrieved April 9, 2012, from

http://www.values.com/ teaching-values

We are America! Exploring who we are and where we come from.

6, 7, 8 MLI.P2 The students present brief, rehearsed material in the target language, such as dialogues, skits, poetry, and songs.

MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures

C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students:

A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B. Demonstrate an awareness of elements of the students’ own culture.

Because of the varied cultures and countries represented in our school, each month we will highlight a different culture or country. There will be a display in the Media Center with books, pictures, artifacts and other available resources that highlight the featured country/culture. A stand-alone desktop computer will have the homepage saved to: http://www.kidinfo.com/geography/the_world.html for students to be able to study different cultures and countries safely and directly. Additionally, selected students will create a video or digital story introducing their home country/culture to their fellow students. The video/digital story will include such items as songs, dances, recipes and/or cultural tidbits. This video/digital story will be shown in the media center.

Public Relations:

Each month we will highlight students from a different country or region. There will be a display of books and materials on the designated country on display in the Media Center. Students who are from the country being highlighted will be asked to be involved in different activities that may include song, dance or crafts. We will also present these countries on one episode of the school television (announcements) or in a video played via closed caption.

Resources:

Kid info. (n.d.). Kid Info (countries of the world) [Facts about countries of the world]. Retrieved April 9, 2012, from http://www.kidinfo.com/ geography/

August – May

Monthly

the_world.html

Middle Media Book Club

6, 7, 8 ELA6R1, ELA7R1, ELA8R1The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA6R3, ELA7R3, ELA8R3The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

ELA6RC2, ELA7RC2, ELA8RC2The student participates in discussions related to curricular learning in all subject areas.

Students will choose books from the Association for Library Services to Children to read in their book club. Students will establish guidelines for the book club and pick a book host for each book. The book host will be responsible for guiding discussion of the book that is being read.

Students will have the choice of reading different titles and giving a “book talk” on their book to the club.

Public Relations:

Information on the book club’s activities will be posted on the media web site.

Local businesses will be approached to provide incentives for joining the book club.

Students will create “book club” posters and place through-out the school.

Advertisement of the book club will be placed in the school’s newsletter.

Resources:

Hall, S. (2007). How I Learned to Run a Really Popular Book Club. Teacher Librarian, (32-36). Retrieved from: http://web.ebscohost.com/ehost/delivery

McGlaun, K. (2007). Sharing Books and Stories: Book Clubs That Book Talk. Indiana Libraries. (15-17). Retrieved from: http://web.ebscohost.com/ehost/delivery

AfterLaborDay

Ohlmeyer, P. (2010). Book Clubs for Middle School. PNLA Quarterly. Summer. Retrieved from: http://web.ebscohost.com/ehost/delivery.

PoetryMonth

ELA 6,7,8

SocialStudies 7

ELA6R1, ELA7R1, ELA8R1 – The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA6R3, ELA7R3, ELA8R3 – The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

ELA6W1, ELA6W1, ELA8W1 – The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

ELA6W2, ELA7W2, ELA8W2 – The student demonstrates (writing)

Program: Celebrating Poetry MonthSince poetry is celebrated for the entire month of April, the media specialist will schedule two or more programs on this topic. Program possibilities include the following.

Activity 1: Haiku ContestStudents at all grade levels will be challenged to write original haiku. The media specialist will present a brief lesson to all Language Arts classes explaining the origins, structure, and style of haiku poetry. The lesson will be supplemented with visuals and/or artifacts as available. Basic visuals might include a book display and/or power point images that help convey the mood and meaning of sample poems. More elaborate visuals might include actual Japanese artifacts representative of the culture expressed in haiku poetry. Community members and/or local Japanese cultural societies might serve as resources for the latter. A panel of teachers will serve as judges of the poems. Student winners can be recognized in a number of ways, including publication of the top poems in print or electronically, recognition at a school assembly/awards ceremony, certificates, and/or token prizes. As an extension of this activity, LMS could engage the participation of art teachers and include a visual arts component to the contest (S. Payne, personal communication, March 12, 2012).

Activity 2: Open-mic Poetry ReadingStudents will participate in open-mic poetry readings. These reading will be presented each Friday in April in the cafeteria during the lunch period(s). Students interested in

April

competency in a variety of genres.

ELA6W4, ELA7W4, ELA8W4 – The student consistently uses the writing process to develop, revise, and evaluate writing.

SS7G12 – The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia (w/ specific emphasis on

participating in the poetry readings will sign up with the library media specialist. The LMS will work with these students after school prior to their reading to help them rehearse and hone their oral reading skills. Poetry readings may be recorded and posted on the media center home page for extended viewing.

Activity 3: Poem in Your PocketThis activity is promoted annually by the Academy of American Poets. Poem in your Pocket Day for 2012 is April 26. The concept is simple: individuals select a poem they love and carry it with them to share with others. Students and teachers can be encouraged to participate. Teachers can pass out pocket poems in class, post them on their blogs, and/or display them in class. Students can be encouraged to carry a poem in their pocket by providing those who do with the opportunity to share their poems in class, post their poems on a poetry board in the media center, and/or by providing incentives such as a homework pass. A Poem in Your Pocket template and suggested pocket-sized poems are available at www.poets.org/pocket.

Activity 4: Poet/Poem Word Cloud RecognitionThe media specialists will create twenty word clouds (on for each school day in April), each of which features the image of a famous poet that has been created using words from one of that poet’s famous poems. A new word cloud will be displayed each day during the month of April. Students will be challenged to identify the poet and the poem and place their responses in a drop box placed on the circulation desk. Student winners can be drawn daily, weekly or at the end of the month depending on the availability of prizes. See the flyer attached as Appendix 1 for an example of a word cloud.

Activity 5: Book Spine PoetryStudents will be invited to create book spine poems. These poems are created by arranging a stack of books so that the titles form a poem. Each book title constitutes a line of the poem. Students can browse the stacks and the card catalog for titles. See numerous examples of book spine poems at http://100scopenotes.com/2012/04/02/2012-book-spine-poem-gallery-2/ Also see the example on the flyer attached as Appendix 1. This can be done as a contest with prizes awarded for the best book spine poem.

Public Relations:

The media center will sponsor a contest for competing in one or more of the activities listed above. See the flyer attached as Appendix 1 that will be used to promote the contest. The flyer will be posted in classrooms, the media center, cafeteria, halls, etc. It can also be included in/attached to electronic and print publications sent to parents.

Teachers, administrators and staff will be asked to identify a favorite poem. The media specialist will make mini-posters (12x18”) that will include a photograph of the teacher/staff member, the poem or selected lines/stanzas from the poem, and images that suggest the mood/meaning of the poem. Posters will be laminated and displayed outside classroom doors, in hallways, in the cafeteria, media center, etc.

The haiku contest will be promoted by teachers in their classrooms, through cultural displays in the media center and any available display cases, and via the school’s news/announcement system.

For the first year of the open-mic poetry reading, the LMS and/or a volunteer teacher/staff member will record a poetry reading. This will be aired on the school’s news program. In subsequent year, recordings of previous readings done by students will be aired.

LMS can promote Poem in Your Pocket day with teachers and students by providing teachers with copies of the template and a list of pocket-sized poems and/or poem resources and encouraging teachers to include this activity in their curriculum. LMS can model the Poem in Your Pocket by visiting classes on this day and sharing their poems, both by reciting them and by distributing pocket-sized print copies. LMS can promote the program in the community by making local businesses aware of the event and by soliciting their support. For example, a local supermarket or fast food restaurant might be willing to offer complimentary cookies to students who produce poems in their pockets on this day.

Resources:

The Academy of American Poets. (2012). Poem in your pocket day. Retrieved from www.poets.org/pocket

Gerlock, J. (2012, March 29). April is . . . . [Electronic mailing list message]. Retrieved from http://listserv.syr.edu/scripts/wa.exe

Jones, P., Gorman, M.,& Suellentrop, T. (2004). Connecting young adults and libraries: A how-to-do-it manual for librarians (3rd ed.). New York: Neal-Schuman Publishers, Inc.

Jonker, T. (2012, April 2). 2012 book spine poem gallery. [Blog]. Retrieved from http://100scopenotes.com/2012/04/02/2012-book-spine-poem-gallery-2/

Oldham, M. (2012, April 1). School Library Month. [Electronic mailing list message]. Retrieved from http://listserv.syr.edu/scripts/ wa.exe?A2=ind1204&L=LM_NET&P=R44&1=LM_NET&9=A&I=-3&J=on&d=No+Match%3BMatch%3BMatches&z=4

YEAR TWOProgram Grade/Subject QCCs/GPS Description of Program Timeline

BannedBook Week

6, 7, 8 ELA6W2, ELA7W2, ELA8W2 – The student demonstrates competence in a variety of genre.

Banned Books Week, begun in 1982, is observed the last week of September and celebrates the freedom to read. We will take this opportunity each year to highlight the importance of intellectual freedom and remind ourselves not to take our precious democratic freedom for granted.

Activity 1: Speak out. Collaborate with ELA teachers and have students write letters to the editor, the public library director or the local school principal supporting the freedom to read.

Activity 2: Collaborate with the art teacher and have students compete in a contest to create a bulletin board display or door decoration using a top ten list as used by David Letterman.

Examples:

Some of the most farfetched (silliest, irrational, illogical) reasons to ban a book.

1. “Encourages children to break dishes so they won’t have to dry them.” ( A Light in the Attic, by Shel Silverstien)

2. “It caused a wave of rapes.” ( Arabian Nights, or Thousand and One Nights, anonymous)

3. “If there is a possibility that something might be controversial, then why not eliminate it?” ( Bury My Heart at Wounded Knee, by Dee Brown)

LastWeek ofSept.

4. “Tarzan was ‘living in sin’ with Jane.” ( Tarzan, by Edgar Rice Burroughs)

5. “It is a real ‘downer.’” ( Diary of Anne Frank, by Anne Frank)

6. “The basket carried by Little Red Riding Hood contained a bottle of wine, which condones the use of alcohol.” ( Little Red Riding Hood, by Jacob Grimm and Wilhelm K. Grimm)

Public Relations:

Selected posters and letters will be displayed throughout the school.

Resources:

American Library Association (2012). Retrieved from http://www.ala.org/advocacy/banned/bannedbooksweek

American Library Association (2012). Retrieved from http://www.ala.org/advocacy/banned/bannedbooksweek/ideasandresources/activityideas

American Library Association (2012). Retrieved from http://www.ala.org/advocacy/banned/bannedbooksweek/ideasandresources/displayideas

Moorefield-Lang, H (2011, November/December). Bringing the Arts to the School Library. Library Media Connection, 30(3), 10-12.

The Big Read

6, 7, 8 ELA6LSV2, ELA7LSV2, ELA8LSV2 – The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

Students will participate in a school-wide reading of two of the Buford High series books; The Bully and its sequel, The Gun.

Every day at the same time for five weeks, a chapter will be read by the students and staff in their classrooms.

The Big Read will take place right before the lunch period begins when all classes are in session. The reading will take no more than 15 minutes of classroom time.

This publisher sells the books for one dollar a copy making this program affordable. During The Big Read all student members and faculty will stop and read the designated chapter for that day.

Discussion will take place in the classrooms of what was read. These books deal with bullying and can be tied into the standards.

Public Relations:

To kick off The Big Read for the five weeks, community members will read a chapter aloud over the intercom for three days.

The local news team will come and film several classes participating. This will be placed on the local news.

Students will have a contest for anti-bullying posters; these will be placed through-out the school.

AfterLaborDay

Resources:

Berg, S. (2007). The Big Read. Ohio Media Spectrum (13-16). Retrieved from: http://web.ebscohost.com/ehost/delivery

Dempsey, B. (2008). Big Read, Big ROI. Library Journal. (26-29). Retrieved from: http://web.ebscohost.com/ehost/delivery

Price, L. (2008). Libraries Take the Big Read Challenge. Public Libraries (42-45). Retrieved from: http://web.ebscohost.com/ehost/delivery

HispanicHeritage Month

6, 7, 8 MLI.CU1 – The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. The students:

A. Demonstrate knowledge of contributions of target culture(s) to civilization.

MLI.CCC2 The students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’

To highlight the impact of Hispanic culture all around us, students will be exposed to various cultural, historical, and informational ideas that stem from Hispanic countries.

Identifying the various flags as well as holidays, customary food and drink and interesting famous people from each culture are fun ways to find out about the culture around us!

Public Relations:

“I am Hispanic” bulletin board highlighting various well-known Hispanic people explaining where they are from and what they are known for, e.g., Jennifer Lopez, Shakira, Enrique Iglesias, George Lopez, famous Hispanic Artists, Scientists, etc. Can also highlight students from different Hispanic countries as well.

Hispanic Trivia – A trivia question is announced every day over the announcements and each homeroom can

Sept. 15 – Oct. 15

own culture. The students:

A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language.

B. Demonstrate an awareness of elements of the students’ own culture.

send up a person to guess the correct answer. Each person who gives the correct answer gets a bag of chips and salsa or a Hispanic lollipop.

Scrolling Factoids – Scroll “Did you know…?” slides featuring facts of interest/appeal to students on the TVs around the school.

Include crossword puzzles and fact quizzes as a part of homeroom or language arts activities.

Resources:

Hispanic heritage month. (n.d.). Retrieved April 11, 2012, from http://www.factmonster.com/ spot/ hhm1.html

Hispanic heritage month. (n.d.). National Hispanic heritage month. Retrieved April 11, 2012, from http://hispanicheritagemonth.gov/

FamilyReadingNight

6, 7, 8 ELA6RC2, ELA7RC2,ELA8RC2:

The student participates in discussions related to curricular learning in all subject areas.

ELA6LSV1, ELA7LSVA, ELA8LSV1:

The student participates in student-to-teacher, student-to-student, and group verbal interactions.

Family Reading Night will be hosted once every grading period. The media committee will conduct a survey of student’s favorite authors at the beginning of the year. From this survey, four authors will be picked for Family Reading Night.

Students and their parents, guardians, or another adult will have a list of books to choose from to read together before Family Reading Night.

The schedule for Family Reading Night is as follows:6:00 to 6:45 – welcome, name tags, refreshments6:45 to 7:00 – a brief biography of the chosen author7:00 – 7:30 – students and their family break into small discussion groups to discuss the books they have read. .

Parent volunteers and the LMS will rotate offering help with discussions, if needed.7:30 – A quick evaluation will be filled out by participants telling their likes and dislikes of the program and what they would like to see in the future from the program.

Public Relations:

The event will be placed on the school’s web-site and in the school newsletter.

A list of books by the author will accompany an invitation for the event to the parents and students.

The media center will display books by the chosen author(s).

A bulletin will be displayed in the public library along with a list of books available for check out.

October,January,March,May

9 Weeks

Resources:

Hoffman, A. (1985). Families that read together overcome rift. American Libraries, (647). Retrieved from: http://web.ebscohost.com/ehost/delivery

Preddy, L. (2012). Hosting a Family Read-In. School Library Monthly. (39-40). Retrieved from: http://web.ebscohost.com/ehost/delivery

White, J. (2007). Literacy programs hold innovative Family Reading Night events. Illinois Literacy. (1-2). Retrieved from: http://web.ebscohost.com/ehost/delivery

BookFair

All Subject Areas – Grades 6,7, 8

ELA6RC1, ELA7RC1, ELA8RC1 – 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. NOTE: Similar standards are written for 6th, 7th, and 8th grade math, science, and social

The Media Center will host a Book Fair in early to mid-November. The timing is designed to take advantage of opportunities students have to read over the Thanksgiving and winter school breaks and to provide gift-giving opportunities for students and parents.

The Media Center will have extended hours during the sale, opening one-half hour early each morning and remaining open one-half hour late each day. The media center will also remain open until 6:30 p.m. on Thursday of the sale week.

Parent volunteers will play a large role in organizing, setting up, manning, and taking down the book fair and in assisting in covering the extended hours.

Books will be available at point of sale and via on-line ordering. Books ordered on line will be delivered to

Nov.

students before the winter break.

Public Relations:

Student volunteers will design promotional materials. These can be in the form of posters, flyers, news announcements, video clips, and/or skits, etc., as appropriate to time, talent and resources available to the media specialists/teachers. This can be done in the form of individual or class competitions with books being awarded as prizes to winners.

Media specialists (and, possibly, teachers) will promote the book fair to students by conducting book talks on popular titles in the weeks leading up to the book fair. To maximize reach, book talks may be recorded, though face-to-face interaction is preferred.

The book fair will be promoted to parents and community members via flyers sent home with students, notices on the school marquee, articles in the parent newsletter, frequent inclusion in the school’s e-blast leading up to the dates of the fair, and announcements in the local newspaper’s community calendar.

Resources provided by the company will be used to promote the book fair. These include flyers, posters, audio/video recordings, templates and tips.

Resources:

Brown, M. (2012, March/April). High School Book Fairs: Seriously? Library Media Connection, 30(5), 33-35.

Coleman, J. (2012, January/February). Parent power: Involve your students’ parents and pump up your program! Library Media Connection, 30(4), 25.

Scholastic. (2012). Book fairs: Your reading partner. Retrieved April 4, 2012, from http://www.scholastic.com/bookfairs/experience/

We Need a Break Week

6, 7, 8 AASL 2.1.6 – Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

ELA6LSV2, ELA7LSV2, ELA8LSV2 – The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

A contest will run during spring break for the most words read through the week. Students will sign up in the media center and select books to read during the break from a given list. Students will write a review and create a presentation of three favorite books.

Public Relations:

Presentations will be created to promote the books and will be viewed during the morning news segment.

Resources:

Barone, C.S. (2010). Budget Friendly Ideas for Teen Read Week Programming. Young Adult Library Services 8(4). 16-18. Retrieved from http://web.ebscohost.com.proxygsuwgc1.galileo.usg.edu/ehost/detail?sid=1007cc36-2f90-4496-b6dc-408964e8d885%40 sessionmgr112&vid=1&hid=110&

Spring Break Week

bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=lih&AN=52889881

National Library Week

School LibraryMonth

ELA 6,7,8

Academic Content Areas – 6, 7, 8

ELA6W2, ELA7W2, ELA8W2 – The student demonstrates (writing) competency in a variety of genres.

ELA6R3, ELA7R3, ELA8R3 – The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

ELA6LSV2, ELS7LSV2, ELA8LSV2 – The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

TAMS6.11, TAMS7.11, TAMS8.11 – Engaging actively and appropriately as an audience member in theatre or other media experiences.

AASL Standards:

1,1,6 Read, view, and listen

This program could be specific to National Library Week with one activity/event scheduled for each day, or the activities could be spread out over the entire month of April to celebrate School Library Month.

Activity 1 – Costume Day: Let Your Inner Character ShowStart the week/month off by having students, teachers, and staff come to school dressed as their favorite literary character. This could be done as a contest with prizes awarded to students with the best costume in various categories, such as nonfiction, history, mystery, fantasy, or adventure. Alternately, students could come to school wearing at least one item of clothing that has a word on it.

Activity 2 – Library Scavenger Hunt: A Fun Fact-Finding MissionDevelop a set of questions that involve looking up information in books or in on-line resources. For example, What element has the atomic number 43, or What word comes after the word “robot” in the dictionary? Differentiate this activity by writing questions appropriate to different age groups/abilities. Students can work in groups to answer as many questions as they can in a set time period, or they can answer a set number of questions. Award prizes or recognize winners individually, by group, class or grade level.

Activity 3 – Library Virtual Visit: The World’s Libraries at Your FingertipsTake students on a virtual tour of some of the world’s greatest libraries. Links to some of these libraries can be found at http://www.chiff.com/education/ national-library-

April

for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.3.4 Contribute to the exchange of ideas within the learning community.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.3.4 Create products that apply to authentic, real-world contexts.

4.1.8 Use creative and artistic formats to express personal learning.

week.htm#online_collections. This can be done via media center visits, class visits, over the in-house news/announcements program, or during an assembly. Alternately, LMS can present targeted lessons to classes in which they introduce students to on-line library resources specific to areas of study. For example, LMS can introduce students studying the lives of slaves to copies of actual letters written by slaves in the Special Collections Library of Duke University (http://library.duke.edu/rubenstein/) or students studying the presidency of Abraham Lincoln to the original handwritten police blotter from the day he was assassinated at(http://www.archives.gov/exhibits/index.html ).

Activity 4 – Build a BookLMS will provide materials and conduct workshops on how to make a mini book. Students will construct their books and then fill them in with reviews of favorite books (or other content as appropriate to the curriculum). Students are encouraged to use color and images (drawn or cut/pasted from other sources) to enhance the appeal of their books. Ideally, the content of the books has been drafted ahead of time as part of a larger curricular activity. Several web sites provide instructions on how to make small books with basic material. See http://www.wikihow.com/Create-a-Small-Paper-Book, http://www.fimp.net/makeabook.html , and/or http://www.makingbooks.com/hotdog.shtml for examples. Students can present their stories to their classmates or to a larger audience by means of programs, assemblies, and/or video recordings.

Activity 5 – Author Visit

Arrange for an author to visit the school and speak to students about reading and writing. If it is not possible to fund an author visit, the LMS can dress up as a famous author from the past and present a “mock” author visit to students.

Public Relations:

Create mini booklets on the order of those described in Activity 4 to publicize the dates and events scheduled for this program. The cover would feature the title of the program and the inside pages would provide details of each activity. Parent/student volunteers could help run off, cut and fold the mini booklets. Booklets will be given to all students to take home. Booklets could also be placed in local businesses as a way of engaging the larger community and making it aware of the programs offered by the school media program.

Have the school logo added to the American Library Association’s poster celebrating National Library Week by submitting a print quality logo file, library name and url (if applicable) to libraries@atigrapihcs.com. ALA will generate a custom PSA in pdf format for LMS to print and copy. Go to http://www.ala.org/conferencesevents/celebrationweeks/natlibraryweek for information on deadlines and specific requirements. These posters can be displayed throughout the school, sent home to parents, and/or posted in local businesses to promote National Library Week.

Resources:

American Association of School Librarians. (2012). School library month 2012. Retrieved from

http://www.ala.org/aasl/aaslissues/slm/schoollibrary

American Library Association. (2012). Celebrate national library week. Retrieved from http://www.ala.org/ conferencesevents/celebrationweeks/natlibraryweek

Bell, M. (2012, March 23). Share: National library ideas. [Electronic mailing list message]. Retrieved from http://listserv.syr.edu/scripts/ wa.exe?A 2=ind 1203&L=LM_NET&P=R77171&1=LM_NET&9=A&I=-3&J=on&d=No+Match %3BMatch%3 BMatches&z=4

Magloff, L. (2012). National school library week activities. Demand Media, Inc. Retrieved from http://www.ehow.com/ info_7940760_national-school-library-week-activities.html

Scholastic. (2012). Library treasures: At your fingertips. [Lesson plan]. Retrieved from http://www.scholastic.com/teachers/lesson-plan/library-treasures-your-fingertips

Cinco De Mayo

6, 7, 8 SNS1. CCC4 Apply language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.

TAMS6.6 , TAMS7.6 , TAMS7.6 – Researching cultural and historical

On May 5th, the media center will host a Cinco de Mayo celebration. Students, teachers, media staff, and other stakeholders will provide Mexican foods for students to sample. The Spanish teacher will invite a speaker of Mexican descent to talk to students about the importance of the holiday. The media specialist will reserve a collection of books in the media center that are Spanish language or are related to the theme in some other way.

The media specialist will collaborate with the art teacher

May 5

information to support artistic choices.

and special needs students will create “works of art” to be displayed in the media center for the event.

Collaborate with the computer lab teacher for a scavenger hunt through Mexico. PDF format guide and instructions are available at:

Scholastic.com, CyberHunt: Take a Trip to Mexico http://www.scholastic.com/teachers/lesson-plan/cyberhunt-take-trip-mexico

Public Relations:

A slide show will be created of photos, art and guests at the celebration. The show will be shown in the cafeteria during lunch.

A link will be available on the school and media center website.

Resources:Moorefield-Lang, H (2011, November/December).

Bringing the Arts to the School Library. Library Media Connection, 30(3), 10-12.

Scholastic.com, CyberHunt: Take a Trip to Mexico (2012). Retrieved from http://www.schol astic.com /teachers/lesson-plan/cyberhunt-take-trip-mexico

Get a Card 6, 7, 8 ELA6RC1, ELA7RC1, ELA8RC1 – The student reads a minimum of 25

Collaborate with the public library to encourage continued reading throughout the summer.

May

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.

Public Relations:The last month of school, the media specialist will distribute bookmarks with the public library website and contact information. Card applications will be available in the school media center.

Twice a month, the media specialist will send a “Connect Ed” message to students reminding them about events at the public library during the summer.

Resources:Chen, P. Retrieved from http://www.library

instruction .com/homeschooled.html

Golden, B. (2008, March).Summer Time: READING Time! Library Media Connection, 26(6), 28.

LaMastus, L. (2008, March). Summer Bookmarks. Library Media Connection, 26(6), 8.

Wepking, M. (2009, November/December).From Communication to Cooperation to Collaboration: School and Public Librarians as Partners for Student Success. Library Media Connection, 28(3), 24-26.

Appendix 1 – National Poetry Month Promotional Flyer