Two Year Program/Group 3 MEDT 6466

Gem Butterfield Spring 2012

Vickie Holmes Dr. Goldberg

Wendy Locke

Liz Manguno

Maven Middle School

Number / Activity / Month / Team Member
Year 1
1 / Media Center Orientation / August / Gem
2 / Character Education / August - May / Wendy
3 / We Are America / August – May / Wendy
4 / Middle Media Book Club / September After Labor Day / Vickie
5 / Poetry Month / April / Liz
Year 2
1 / Banned Book Week / September / Gem
2 / The Big Read / September / Vickie
3 / Hispanic Heritage Month / September 15 – October 15 / Wendy
4 / Family Reading Night / October, January, March, May – 9 Weeks / Vickie
5 / Book Fair / November / Liz
6 / We Need a Break Week / April / Gem
7 / National Library Week/School Library Month / April / Liz
8 / Cinco de Mayo / May / Gem
9 / Get a Card / May / Gem

YEAR ONE

Program / 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.
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. / August
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 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 / August – May
School-wide
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/‌the_world.html / August – May
Monthly
Middle Media Book Club / 6, 7, 8 / 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.
ELA6RC2, ELA7RC2, ELA8RC2
The 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
Ohlmeyer, P. (2010). Book Clubs for Middle School. PNLA Quarterly. Summer. Retrieved from: http://web.ebscohost.com/ehost/delivery. / After
Labor
Day
Poetry
Month / ELA 6,7,8
Social
Studies 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) 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 / Program: Celebrating Poetry Month
Since 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 Contest
Students 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 Reading
Students 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 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 Pocket
This 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 Recognition
The 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 Poetry
Students 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 / April

YEAR TWO