Two Year Media Program Plan 1
Two-Year Media Program Plan
High School High Rollers
Tamblyn Green
Nancy Lewis
Heather Salters
University of West Georgia
MEDT 6466: Media Program
(Microsoft Office clipart)
Program / Grade/Subject / QCCs/GPSs / Description of Program / Timeline
YEAR 1
Amazing Race Library Orientation / 9th grade; English/
Language Arts / ELA9RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
ELA9W3 The student uses research and technology.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA9LSV2 The student formulates reasoned judgments about written and oral communication in various 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. / Students will participate in a weeklong orientation to the library during their English/Language Arts class. The orientation will include a tour of the Media Center and lessons on types of sources, searching for information in print and electronic resources, effective search techniques, properly citing sources, copyright and fair use, finding appropriate sources,accessing sources from home, the research process and evaluating search strategies. The final day of the orientation will be a fun test with challenges of the skills taught in the previous days' lessons. Students will work in pairs to complete 10 challenges. After each challenge, students will need to confirm correct answers with school media center staff. If the answer is correct, a new challenge will be given until all 10 are completed. If the answer is incorrect, students will have to repeat the challenge until the correct answer is provided. Challenges will include tasks like finding 5 books that have the word “blue” in the title, find the population of India without using the Internet, print out an article on the iPad from a magazine, cite the magazine article on the iPad in MLA format, find a poem by Emily Dickinson in a book,draft a research strategy for a paper on the Harlem Renaissance, explain and provide examples of 3 of the things used to evaluate a website, find the names of Abraham Lincoln’s children and explain how this information was found, create a PowerPoint slide with a picture from the internet with proper citation, compare and contrast entry for Georgia in WorldBook and Wikipedia.
PR: The Library Orientation invitation and associated handouts will be given to all 9th graders as part of the school’s orientation packet. The school media specialist will coordinate the planning and scheduling with the English/Language Arts teachers during pre-planning before school starts.
References:
Admin. (2010, August 3). Amazing race staff meeting. Blog posted to
S. Davis, personal communication, March 23, 2010
Wergin, C. (November 25, 2009). Amazing race. Retrieved from / The school media specialist will work with 9th grade English/Language Arts teachers before school starts to plan the lessons and challenges. In early to mid-September, the school media specialist will lead the orientation and Amazing Race Library Orientation challenge.
Are You Smarter Than a Math Teacher? / 11th grade; Math / MM2N1. Students will represent and operate with complex numbers.
MM2A2. Students will explore exponential functions.
MM2A3. Students will analyze quadratic functions in the forms f(x) = ax2+ bx + c and f(x) = a(x – h)2+ k.
MM2A4. Students will solve quadratic equations and inequalities in one variable.
MM2G1. Students will identify and use special right triangles.
MM2D1. Using sample data, students will make informal inferences about
population means and standard deviations.
MM2D2. Students will determine an algebraic model to quantify the association
between two quantitative variables.
MM3A3. Students will solve a variety of equations and inequalities.
MM3A6. Students will solve linear programming problems in two variables.
MM3P1. Students will solve problems (using appropriate technology).
MM3P2. Students will reason and evaluate mathematical arguments.
MM3P3. Students will communicate mathematically. / Interested students will challenge their math teachers in a contest similar to the TV show, Are you smarter than a fifth grader? The questions will test the skills and knowledge needed to score higher on the math portions of the SAT and standardized tests. The contest will allow students to practice in a fun, entertaining manner. The school media specialist will gather the questions and answers. The school media specialist will also serve as the host and emcee for the challenge.
PR: The school media specialist will work with 11th grade math teachers to promote the event. Flyers and posters will be posted in the classrooms and media center. Recruitment will also be included in the school’s announcements. Sample problems will be posted daily in the media center two weeks prior to the event.
References:
Jensen, K. (2009). Are you smarter than a 5th grader?Retrieved from
Kittirath, K., & Ferry, A. (September 25, 2009). Are you smarter than a high school teacher? Retrieved from / The school media specialist will begin planning the event and recruiting teachers
to participate in late October.
The challenge will take place in late November/
early December.
Peach Award Book Trailers / Various grades; Video Broad-casting/
Media Arts, English/
Language Arts / ELA10RL1 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.
ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works and provides evidence from the works to support understanding.
ELA10RC4 The student establishes a context for information acquired by reading across subject areas.
ELA11W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various 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.
VAHSVAMC.1 Engages in the creative process, imagines new ideas by using mental and visual imagery, conceptualizes these ideas by using artistic language and contextual understandings in assessing learning, and develops a personal artistic voice that gives unique form to these concepts.
VAHSVAMC.3 Cultivates critical thinking and logical argumentation in aesthetics.
VAHSVAPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning.
VAHSVAPR.5 Creates artwork reflecting a range of concepts, ideas, and subject matter.
VAHSVAC.1 Applies information from other disciplines to enhance the understanding and production of artworks.
VAHSVAC.2 Develops 21st century life and work skills and habits of mind for success through the study and production of art.
VAHSVAC.3 Utilizes a variety of resources to see how artistic learning extends beyond the walls of the classroom. / Students will work in small groups to write and produce a book trailer for one of the 20 Georgia Peach Book Awards for Teen Readers nominees. Students will select one of the nominated titles and create a book trailer that captures the basic plot and themes of the books. The trailer should also entice other students to read the book. The book trailers will be creative, demonstrate an understanding of the book and the medium and use appropriate visual cues, dialog and music. The book trailers will be shown at a premier event in the auditorium.
PR: Students will also be asked to design a poster for their book/trailer; the posters will be hung in the School Media Center and the school's hallways to advertise the premier event. Invitations will also be sent to each English/Language Arts teacher to share with students. The premier will also be announced during the school's daily announcements. A press release, written by the School Media Specialist, will be sent to local newspapers, radios and television stations to promote the event to community members.
References:
A. Waldrip, personal communication, March 31, 2010
Emerick, T.A. (n.d.). Book trailers. Retrieved from References:
A. Waldrip, personal communication, March 31, 2010
Emerick, T.A. (n.d.). Book trailers. Retrieved from
Valenza, J. (2007, August 17). Booktalking 2.0 (2.0). Blog posted to / The school media specialist will collaborate
with the Video Broadcasting/Media Arts teacher in planning this project starting in the late Fall. In December, the school media specialist will visit the class and book talk the 20 Georgia Peach Book Award nominees. Students will then select their groups and nominated title. Students will read their selected title over the winter break. Students will plan and produce their trailers in January and early February. The premier will take place end of February/beginning of March, which will coincide with the final weeks of voting for the Georgia Peach Book Award for Teen Readers.
Help Wanted: Looking for a Job / All grades; All subjects / ELA9C2. The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats.
ELA10RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing.
ELA11LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA11LSV2. The student formulates reasoned judgments about written and oral communication in various 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.
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.
ELA12W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
ELA12W3. The student uses research and technology to support writing.
BCS-BCP-1. Students will understand the nature of and practice written communication by planning and writing documents that are appropriate for the situation, purpose, and audience.
BCS-BCP-2. Students will understand the nature of and practice oral communication by communicating in a clear, courteous, concise, and appropriate manner.
BCS-BSP-3. Students will listen discriminately and respond appropriately to oral communication.
BCS-BSP-6. Students will demonstrate the ability to effectively communicate using a variety of written techniques in business and personal environments.
BCS-BSP-7. Students will effectively demonstrate the ability to communicate using a variety of oral and listening techniques in business and personal environments.
CTAE-FS-4. Learners define and solve problems, and use problem-solving and improvement methods and tools.
CTAE-FS-9. Learners commit to work ethics, behavior, and legal responsibilities in the workplace.
CTAE-FS-10. Learners plan and manage academic-career plans and employment relations. / The school media specialist and guidance counselors will lead an afterschool workshop that is intended to help students find a job and learn the process of searching for a job. Students will create a basic chronological resume using Microsoft Word. Students will also model the interview process and demonstrate proper answers to standard interview questions. Local community businesses and organizations that are interested in hiring high school students for the summer will be invited to speak with students about employment opportunities.
PR: Posters that look like a help wanted sign will be posted in the School Media Center and given to English/Language Arts teachers to post in the classroom. The program will also be announced during morning announcements.
References:
Byerly, G., & Brodie, C.S. (2005). Hi ho, hi ho, it’s off to work we go: career information on the web. School Library Media Activities Monthly, 21(10), 31-32,38. Retrieved April 16, 2010 from Proquest.
Sieroty, C. (2000). High school job fair works up students. Retrieved from / School media center and guidance counseling staff will begin organizing the event and contacting community agencies for the job fair in February. School media center staff will begin promoting this after school workshop in early April. The workshop will be offered at the end of April after critical testing has been completed and just before the end of school.
YEAR 2
School Read / All grades;
All subjects / ELAALRC1 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.
This supports Reading Across the Curriculum initiative. / Students in all grade levels will read the same selected book by an international author. They will then participate in school wide discussions moderated by teachers and administrators. The book will be selected from a list by students through a polling process at the media center. Parents and others in the community will be encouraged to participate as well. Interlibrary loans will be used to acquire copies of the book from other schools and from public libraries. The remaining number of copies needed shall be purchased from media center funds set aside for this purpose.
PR: The event will be advertised starting in February of the previous school year, through posters displayed around the school and through the media center’s newsletter and web page.
Reference:
Martin, A. M. (2005). Seven steps to an
award-winning school library program.
Westport, CT: Libraries Unlimited. / The school library media specialists will organize a poll in the media center on which book to select. This will take place in March of the previous school year. Books will then be ordered to be delivered by September. Interlibrary loans will be solicited. The school read shall take place during October.
Joshua Cup Slam / All grades;
English/
Language
Arts / ELA9RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA10RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student
a. Demonstrates awareness of an author’s use of stylistic devices for specific effects.
b. Explains important ideas and viewpoints introduced in a text through accurate and detailed references or allusions to the text and other relevant works.
c. Identifies and assesses the impact of ambiguities, nuances, and complexities within the text.
d. Includes a formal works cited or bibliography when applicable.
ELA12W2 The student demonstrates competence in a variety of genres. / The SLMS will meet with stakeholders in October to discuss the development of rules for the slam, including limiting the slams to three minutes and participation of the audience.
Joshua’s Cup is a locally owned coffee house, which is across from the main branch of the public library. They have graciously agreed to host our first annual poetry slam on April 2.
Registration for the poetry slam will be available online January 10- March 11. Individuals needing assistance with registration may register in the media center.
Rules for the slam will be developed by a committee (administration, students, parents, and teachers) by December and posted with the registration form.
PR: Flyers advertising the Joshua Cup Slam will be posted in December. They school, public library and coffee house will advertise the slam. One month prior to the slam, a flier will accompany students home with the progress report. To create conversation about slamming, short commercials will be advertised during the first week of registration to create a buzz. Short segments of videos from national winners will be shown. The dates will also be in the school calendar and on the media center web page.
Resources:
Anthology, inc. (2009). Retrieved from
Psi poetry slam, inc. (2007). Retrieved from / The first meeting will take place in late October. This committee will create the rules and guidelines to be followed.