Year Long - Reading for Enjoyment

 

Year Long - Reading for Enjoyment

Grade Level: 6th - 8th 

Standard(s):

AASL A.V.1 - Reading widely and deeply in multiple formats and write and create for a variety of purposes.

AASL A.V.3 - Engaging in inquiry-based processes for personal growth. 

Planning:

1. Identify goals of the program.

1. One goal of this program is to create a student engagement program that exposes readers to different formats of books. 

2. To promote books from peer and staff recommendations.

3. To help facilitate an intrinsic reward for reading and a love of reading for enjoyment.
   
   

2. Determine the selection of books.

1. Since this is geared towards grades 6-8, we will push books that are listed on the 2023 Lone Star Texas Reading List. Books include the following:

1. Perfectly Parvin by Olivia Abtahi

2. Iveliz Explains it All by Andrea Arrango

3. The Swag is in the Socks by Kelly Baptist

4. The Second Chance of Benjamin Waterfalls by James Bird

5. The Life and Crimes of Hoodie Rosen by Isaac Blum

6. Across the Desert by Dusti Bowling

7. The Girl in the Lake by India Brown

8. Falling Short by Ernesto Cisneros

9. The Marvellers by Dhonielle Clayton

10. Rain Rising by Courtne Comrie

11. Yusuf Azeem is Not a Hero by Saadia Faruqi

12. Rules for Vampires by Alex Foulkes

13. Concealed by Christina Gonzalez

14. The Last Cuentista by Donna Higuerra

15. Shinji Takahashi and the Mark of the Coati by Julie Kagawa

16. Jennifer Chan is Not Alone by Tae Keller

17. Linked by Gordon Korman

18. One for All by Lillie Lainoff

19. Flip the Script by Lyla Lee

20. Hummingbird by Natalie Lloyd

21. Battle Dragons: City of Thieves by Alex London

22. A Forgery of Roses by Jessica Olson

23. Black Bird, Blue Road by Sofiya Pasternack

24. Tumble by Celia Perez

25. Children of the Fox by Kevin Sands

26. The Clackity by Lora Senf

27. I Must Betray You by Ruta Sepetys

28. Skandar and the Unicorn Thief by A.F. Steadman

29. The Language of Seabirds by Will Taylor

30. Dust & Grin by Chuck Wendig
    
    

3. Determine and decide on a policy of allowing alternative books.

1. One goal for the campus and library is to help promote the freedom to read what the patron wants to read. Therefore, if a student is hesitant to read something on the list, the librarian will provide a “If you liked this book (from the list), then you may like these books,” to help open up more options for reluctant readers.

2. This will be a preset list of at least three books per each one listed above to offer more options.
   
   

4. Determine how tracking of books read will take place.

1. Tracking for the student:

1. Google Form will be created allowing students to enter their information as well as a 1-2 line review of the book read.

2. Tracking for the librarian:

1. Upon receipt of the Google Form, the librarian will call students to the library to capture their picture with the book in hand, or an image of the book on the iPad if it was an ebook or audiobook.

2. Librarian will then add the student's photo and 1-2 line review over the book to the display.
   
   

5. Determine a timeline for completion of the program.

1. Program will start September 1st (this will allow three weeks of August to get students acquainted with the library/school, policies/procedures, and to advertise for the program).

2. The program will run from September 1st through April 31st.

3. The program will allow for monthly events to encourage student participation in the program.

1. August - Set-up

2. September - Highlight the program, flyers, announcements, activities in the library highlighting the books from the list.

3. October - Focus on the books from the list that fall under horror and fantasy. Create a display enticing those that love to read scary stories.

4. November - Focus on the books from the list that fall under adventure and sports. Create a display to spark new interest in the program highlighting these books.

5. December - Focus on promotion of having a book to read over the holidays from the list. Highlight a few books that appear to have winter weather on the cover.

6. January - Focus on the books from the list that cover historical fiction. Create a display that not only helps support historical individuals but also promotes the historical fiction books from the list.

7. February - Focus on the romance books listed on the list to tie in with the month of love.

8. March - Focus on the bulk of the list of books left because they fall under the realistic fiction category. Create a display highlighting some of these books.

9. April - For the National Month of Poetry - focus on tying in the poetry books from the list. As well as highlighting aspects of poetry. Wrap up the program and recognize those students who participated as well as those top readers.

Promotion:

1. Promotion will start in August by the 2nd week of school. 

2. Continued promotion will occur through library visits/discussions, classroom discussions, flyers, and posted information on the library website.

3. Displays outside the library will continue to grow throughout the school year with added photos and reviews made by students.

4. Every Friday, pick one of the books from the list to use as a “First Chapter Friday” book helping to hook readers by only reading the first chapter to them.

Preparations:

1. Prior to the school year:

1. Over the summer, order additional copies of the books listed on the Lone Star 2023 list. Make sure to have duplicates of the physical book, ebooks available, and a few audiobooks.

2. Begin setting up a display area that will showcase/highlight the books from the list.

3. Create the Google Form for students to submit upon completion of reading one of the books.

Procedures:

1. The entire program will be voluntary and is geared towards promoting the enjoyment of reading.

2. Teachers in classrooms should help encourage students to have a book from the list handy for any down time, encourage students to read together with books from the list.

3. For each book a student completes from the list (or the alternative list), the student will complete a Google Form giving their name, grade, and a 1-2 line review of the book. Once the librarian receives the form, he/she will call the student down to take a picture with the book and/or the image of the book to add to the display outside the library.

4. In the display, it will house the pictures and the 1-2 line review from the student to encourage other peers to read the book.

Payoff:

1. Students will be exposed to award winning books as well as encouraged to read a wide variety of books. Having students leave 1-2 line reviews will hopefully encourage peers or even reluctant readers to participate and find reading topics that they enjoy. 

Possible Additions: 

If the school is 1:1, the display could also become a digital display by using programs such as Padlet or JamBoard to allow students to leave 1-2 line reviews for other students to see.

Possibility of having “guest” readers from the district for the First Chapter Fridays to help promote engagement in the program.

Comic Strips and Plot? - Quick 6

   

Lesson Title: Plot Development

Subject:

Reading

Grade Level:

3rd-5th (Can be adjusted for higher grades as well)

Supplies/Materials:

• Comic strip activity (see below)
• Markers and/or Crayons
• Pencils
• Book "A Bad Case of Stripes" by David Shannon

Objective(s):

AASL I.C.1 - Interacting with content presented by others.

AASL 1.A.2 - Recalling prior and background knowledge as context for new meaning.

TEKS 3.8C, 4.8C, 5.8C - Analyze plot elements including rising action, climax, falling action, and resolution.

***Note: Students should have been exposed to plot elements prior to this lesson. This lesson would be used as a follow up activity or a refresher activity later in the year.***

Plan/Procedure(s):

Welcome students in and sit together on the carpet area for a quick lesson/read aloud. First ask students what they know about plot and it's elements. Help guide them to remembering prior knowledge of the rising action, climax, falling action, and resolution.

Explain that today we are going to read the story called "A Bad Case of Stripes" and when we finish, we will get to discuss the events that occurred in the book.

Read out-loud "A Bad Case of Stripes."

After reading, have a whole group discussion and write some responses down on the board. Ask what they felt was the building up to the main point in the story. Explain how this is part of the rising action. Then ask what was the turning point of the story where things could go good or bad and write down this is the climax. Continue with this to cover the falling action and the ending of the story (resolution).

Now have students go to the work tables where there is a comic strip page, markers/crayons, and pencils laid out. 

Explain to students that they will take this story and the details we just discussed and turn it into a comic strip. Remind students they need to cover those main elements by using illustrations and not to forget the wonderful thought bubbles. So an example if needed for the younger students.

As students are working on this, visit with the classroom teacher and let him/her know that this is a great activity to do at the beginning of a personal narrative activity. A great brainstorming activity to make sure they have captured the elements before writing and that they are welcome to use this in the classroom to help them with any lesson.

Example of worksheet:

Example of what you could show students to help with ideas:

All activities created using Canva.com

Where Will You Go - Quick 5

  

Lesson Title: Where Will You Go?

Subject:

Any

Grade Level:

Kindergarten

Supplies/Materials:

• Worksheet (see below)
• Markers
• Pencils
• Book "Oh! The Places You'll Go" by Dr. Seuss

Objective(s):

AASL I.C.1 - Interacting with content presented by others.

Plan/Procedure(s):

Discuss with readers what happens when you finish school, not just for the summer, but when you graduate High School. Everyone has a different path and you can follow your dreams or change as you grow older. 

Read out to the students "Oh! The Places You'll Go" 

After the reading, have an open discussion about what people might do when they are finished with school. Examples may be needed to guide questions, such as becoming a teacher, a lawyer, a hair stylists, etc.

After the reading, direct students to the tables from the carpet area. 

At the table area have worksheets, markers, and pencils available.

Explain to students they will now decorate their own hot air balloon on what they think they will be doing after they finish school in 12 years. 

After activity, put all worksheets in an envelope folder to send to the high school on their graduation year. 

Worksheet:

Eggs-cellent Activity - Quick 4

 

Lesson Title: Eggs-cellent Activity

Subject:

Reading or Art

Grade Level:

Pre-K - 2nd Grade

Supplies/Materials:

• Worksheet (see below)
• Markers
• Crayons
• Pencils
• Scissors
• Book "Pete the Cat Big Easter Adventure"

Objective(s):

AASL I.B.3 - Generating products that illustrate learning.

Plan/Procedure(s):

Read out to the students "Pete the Cat Big Easter Adventure." After the reading, have a discussion allowing students to answer questions like, "How did Pete help?" "Do you think that made the bunny happy?" "What is a way that you can be excellent and help someone?"

After the reading, direct students to the tables from the carpet area. 

At the table area have worksheets, markers, crayons, and scissors (for older grades) available.

Explain to student they will now get to decorate their own egg by illustrating something that makes them "eggs-cellent / excellent." 

Have teachers or library helpers assist with cutting out and once all have completed the activity, the eggs can be hung in the hallway for display for others to see.

Worksheet:

Picture Book Madness - Large 2

 

Picture Book Madness

General Overview:

Going along with the basketball theme of "March Madness," the library will be transported into "Picture Book Madness" for the month of March and beginning of April (lasting 6 weeks total). Students will be voting on their favorite picture book each visit until we have a winner chosen.

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Procedure/Steps:

Step 1: Begin researching for picture books. My search led me to the top sellers on the New York's Best Sellers list.

Step 2: Create a flyer to engage students to be ready for the activities and know that we will have a bracket started.

Step 3: Hang flyer around different locations in the school, library, and give copies to teachers to hang in their own rooms.

Step 4: Prepare the judging box by obtaining two clear plastic jars (old pickle jars work well). Print out an image of each book cover that will be in the contest (8 total). Cut into squares, colored construction paper (two colors) to use as the  judging piece. 

Step 5: Make sure to keep the jar covering of the winning book each week so that after the first four weeks, you can reuse the same cover label.

Step 6: Explain to students via the announcements and help of reading teachers that each time their class comes to the library they will get to hear two picture books read aloud. Then after they check out their books, they can pick a jar to put their square in to vote for their favorite. Each week the books will change until we reach week five. Then they will get to hear two that were top picks and narrow it down again. On week six they will again, here two more that were top picks to narrow it down. Finally on week seven we will have a run-off activity involving our top two books. (Could even have a special guest read each book over the announcements).

Step 7: Create a large display either inside or hopefully outside the library highlighting the bracket, so that students can see the winners updated each week.

Step 8: Begin the activities with the first class that arrives on week one.

Makerspace-Recycled Instruments - Bertrand Multiple Days 3

Title: Makerspace - Recycled Instruments 

Grade level(s): Kindergarten - 4th grade (elementary setting) 

Time Required: 3-4 days 

Standards: AASL III.B.2 Establishing connections with other learners to build on their own prior knowledge and create new knowledge. 

Materials and/or tools needed: 

• Variety of discarded objects (Ex: cardboard, soda cans, toilet paper rolls, straws, buttons, string, yarn, popsicle sticks, etc.) 
• Pencils 
• Glue and tape (for adhesive assistance) 
• Sketching Paper 

Procedure: 

Day 1: Students will come in and have a seat waiting for instructions. Open up discussions about musical instruments and what makes them create sounds. Have a few books on display about musical instruments (nonfiction). 

Explain as they look through books and discuss instruments that we will be creating instruments from recycled materials. We will focus on sound production, using recycled items, the actual construction of the instrument, and using our imagination while working collaboratively. 

Allow students to break off into groups of 3-4 and hand out sketch paper and pencils. Explain to them that today, they will begin drafting ideas on how to create their own musical instrument. 

Before starting on the sketching, tell students that they can walk over to the tables that have all the recycled materials laid out to view and gather some ideas. Once their group has some ideas of the available materials, they can go back to their seats to begin drafting their design. 

Day 2: Students will return with their sketched ideas. Encourage sharing of the design and the group's thought process behind it. 

Allow students to begin grabbing their materials they will use to create their own instruments and take what is needed back to their area to work together. 

Once instruments are built, have students place their masterpiece on the table to fully dry overnight.  

Day 3: Today students will get to explain their design, demonstrate the sound that comes from their newly created instrument, and visit with the class about how they decided which resources to utilize. 

Physical Set Up: 

Day 1: Have recycled materials and nonfiction books over instruments available for students to interact with. Have blank paper and pencils readily available. 

Day 2: Have the same recycled materials ready as well as the glue and tape to help with pieces items together. 

Day 3: Have the area cleaned up and ready for presentations. 

Extensions: 

Librarians could create a display to house the created musical instruments for others to be able to view throughout the school year. 

Librarian could also invite the music teacher to the presentation day to evaluate the created instruments.

Experimenting with 3D Printing - Multiple Days 2

 

Title: Experimenting with 3D Printing

Grade level(s): 6th-Grade

Time Required:

3-5 days depending on class sizes

Standards:

AASL I.B.3 - Generating products that illustrate learning.

Materials and/or tools needed:

3D Printer	Pencils
Filament (variety of colors)	Sketching Paper

Procedure:

Day 1: Students will come in and have a seat waiting for instructions. First, explain that this particular activity will take several days and could even take up to a week to complete.

Begin to explain to students why we would use a 3D printer in today’s world. Ask for input and ideas that they would have to using a 3D printer. Ask what they already know about the printers.

Explain that we will be working as groups to create a larger project using the 3D printer.

Today, we will focus on how the printer works and what we need to get the printer going, such as filament.

So the following video: https://www.youtube.com/watch?v=3LBTkLsjHGQ

Briefly show students on the promethean board, how the software we have looks and works.

Explain that on our next visit, they will be placed into groups of 4-5 students. Each group will be assigned to work together coming up with their design to print.

Day 2: Students will be randomly assigned into groups of 4-5 students. 

Now that groups are formed, explain that each group will have a base of a puzzle piece; however, their groups can sketch out a design that will go on top of their puzzle piece. 

Allow groups time to come up with ideas. Provide drawing and illustrations books on the table for them to reference for ideas.

Day 3: Groups will submit their sketches to begin having them uploaded into the 3D printer software system.

Explain to students that their design will go on top of a puzzle piece and that once all designs have been printed, we will put the puzzle pieces together from the entire class. Creating a unique representation of our class.

Begin loading in filament with students' help and start printing the first sketched puzzle piece.

Depending on how many groups did a puzzle piece will determine the amount of days that the printer will be going. Estimating 3-4 days will finish up the prints and then we can meet together again to work on the display of the finished puzzle pieces.

Physical Set Up:

Day 1: Have a promethean board ready for the video and the presentation of the software program.

Have the 3D printer up front and on display so students can see up close the parts of the 3D printer.

Day 2: Have blank pages, pencils, and drawing books available for reference.

Day 3: Have filament colors out for students to choose for their designs.

Extensions:

This could easily be tied to a math lesson to collaborate with the teachers with highlighting elements of symmetry.

Also, could involve art teacher collaboration to help with sketching the designs.