2 Year Media Program - Weebly



|2 Year Media Program |

|MEDT 6466 |

|Penny Chaney Jennifer Cogdill |

|Delinda Jiles Ashley Sherman |

|Program |Grade / Subject |Common Core GPSs |Description of Program |Timeline |

|Doing |School-wide with focus |ELACC6-8RL10: By the end of the year, |Overview of Program: |1st Year |

|the Dewey |by grade level, subject,|read and comprehend literature, including |Because the Common Core Standards do not have a minimum book requirement for students now, |August - May |

| |ESOL students, at-risk |stories, dramas, and poems, at the high |Doing the Dewey is a school-wide reading incentive program meant to supplement student | |

| |students, high and low |end of grades 6-8 text complexity band |reading outside of the classroom by promoting critical thinking skills as incorporate a |-Some specific groups will |

| |students, emotionally |independently and proficiently |variety of programs to meet the needs of specific student groups. Each student group or focus|meet at different times |

| |disturbed students, and |ELACC6-8RL2: Determine a theme or central|within the program has a specific purpose or end goal. For example, in eighth grade, students|throughout the year |

| |students in specific |idea of a text and how it is conveyed |will read Flowers for Algernon and research important people in history and utilize Galileo |depending on the target |

| |clubs |through particular details; provide a |to conduct research. Students will then create a multi-media poster regarding their findings |group. |

| | |summary of the text distinct from personal|using glogster. Another example program includes the use of Nonfiction graphic novels in | |

| | |opinions or judgments. |order to appeal to ESOL students. Students are responsible for selecting and reading a | |

| | |ELACC6-8RL1: Cite textual evidence to |nonfiction graphic novel and creating and presenting a comic panel in order to promote a | |

| | |support analysis of what the text says |better sense of understanding of the information in the text. | |

| | |explicitly as well as inferences drawn | | |

| | |from the text. |PR: | |

| | |ELACC6W3: Write narratives to develop |There will be various forms of PR available for each group’s reading incentive focus. Some | |

| | |real or imagined experiences or events |examples include a Dewey completion sheet as well as certificates that students fill out once| |

| | |using effective technique, relevant |they complete the readings. | |

| | |descriptive details, and well-structured | | |

| | |event sequences. | | |

| | |ELACC7SL1: |Resources: | |

| | |A. Come to discussions prepared having |Small, R. V. (2009). Reading Incentives that Work: No-Cost Strategies to Motivate Kids to | |

| | |read or researched material under study; |Read and Love It!. | |

| | |explicitly draw on that preparation by |School Library Media Activities Monthly, 25(9), 27-31. | |

| | |referring to evidence on the topic, text, | | |

| | |or issue to probe and reflect on ideas |Hall, M. (2009). Reading Incentive Programs with Pizzazz. Library Media Connection, 28(2), | |

| | |under discussion. |28-29. | |

| | |B. Follow rules for collegial discussions,| | |

| | |track progress toward specific goals and | | |

| | |deadlines, and define individual roles as | | |

| | |needed. | | |

| | |ELACC7SL5: Include multimedia components | | |

| | |and visual displays in presentations to | | |

| | |clarify claims and findings and emphasize | | |

| | |salient points. | | |

| | |ELACC8SL5: Integrate multimedia and | | |

| | |visual displays into presentations to | | |

| | |clarify information, strengthen claims and| | |

| | |evidence, and add interest. | | |

|Present-ing |School-Wide |ELACC6-8W6: Use technology, including the |Overview of Program: |1st and 2nd Year |

|Your Ideas: Prezi| |Internet, to produce and publish writing |The media specialist and classroom teachers will collaborate together in order to determine | |

| | |as well as to interact and collaborate |the best methods to incorporate into their own classroom presentations as well as student |2nd Quarter |

| | |with others; demonstrate sufficient |presentations. Prior to students finishing middle school, they should be able to create a |(7th and 8th grade years) |

| | |command of keyboarding skills to type |multi-media Prezi presentation independently. Students will be introduced to this newer | |

| | |a minimum of three pages in a single |presentation tool in place of a PPT or a simple lecture/Q& A session. Both teachers and media| |

| | |sitting. |specialists will model appropriate uses of Prezi in the classroom and beyond; they will then | |

| | | |present students with other Prezi examples as well as how-to tutorials for students to begin | |

| | |ELACC6-8SL5: Include multimedia components|working on their own presentations. Students may begin with a simple “About Me” Prezi and by | |

| | |(e.g., graphics, images, music, sound) and|the end of 8th grade Prezi could serve as a supplemental research presentation or assignment.| |

| | |visual displays in presentations to |Students will understand how these skills are imperative for a 21st century learner within | |

| | |clarify information. |and beyond the classroom. | |

| | |ELACC6-8W8: Gather relevant information | | |

| | |from multiple print and digital sources; |PR: | |

| | |assess the credibility of each source; and|Introductory video to serve as a starting point followed by constant incorporation of Prezi | |

| | |quote or paraphrase the data and |in the LMC and classroom building up to the culminating student-led Prezi presentation - | |

| | |conclusions of others while avoiding | | |

| | |plagiarism and providing basic | | |

| | |bibliographic information for sources. |Resources: | |

| | | |Story, T. (2012). CAN WEB 2.0 STRENGTHEN READING SKILLS?. Library Media Connection, 31(3), | |

| | | |38-39. | |

|Book Fair |School-Wide |ELACC6RL10: By the end of the year, read |Overview of Program: |1st Year |

| | |and comprehend literature, including |A Book Fair promotes literacy throughout the school from student, to teacher, to parent. The |1st and 3rd Quarter |

| | |stories, dramas, and poems, in the grades |Book Fair provides students with access to a wide variety of both fiction and non-fiction | |

| | |6-8 text complexity band proficiently, |texts which is a requirement of the Common Core Standards. Book Fairs can serve as | |

| | |with scaffolding as needed at the high end|motivational tools for students to practice reading on their own and meet their individual | |

| | |of the range. |reading goals set according to the school wide Dewey Program. In addition, the funds raised | |

| | |ELACC7RL10 |by the sales of the Book Fair will allow the media specialist to purchase more resources to | |

| | |ELACC8RL10 |add to the current media center collection. | |

| | | | | |

| | |ELACC6RL10: By the end of the year, read |PR: | |

| | |and comprehend literature, including |A flyer will be emailed out to all classroom teachers as well as a hard copy placed in their | |

| | |stories, dramas, and poems, in the grades |mailboxes for classroom display (similar to the attached document). The flyer will include | |

| | |6-8 text complexity band proficiently, |Book Fair dates, teacher points of interest, and contests to take place during the duration | |

| | |with scaffolding as needed at the high end|on the event. | |

| | |of the range. | | |

| | |ELACC7RL10 |Announcements will also be made on a daily basis on the intercom to remind students and | |

| | |ELACC8RL10 |teachers of Book Fair times, dates, and promotions. | |

| | | | | |

| | | |Resources: | |

| | | |Book fairs your reading partner. (2013). Retrieved from | |

| | | | | |

|Helen Ruffin |School -Wide |ELACC6SL1: Engage effectively in a range |Overview of Program: |1st Year |

|Reading Bowl | |of collaborative discussions (one-on-one, |The Helen Ruffin Reading Bowl is a reading comprehension bowl created by librarian, Helen |1st Quarter to 3rd Quarter |

| | |in groups, and teacher-led) with diverse |Ruffin. The club uses Georgia Children’s Book Award nominees to increase children’s interest |(Sept. – Jan.) |

| | |partners on grade 6 topics, texts, and |in reading. The book club is open to all students in grades 6-8. Students check out the | |

| | |issues, building on others’ ideas and |Georgia Children’s Book Award nominees from the school library media center over the summer | |

| | |expressing their own clearly. |to begin to prepare for the competition. The media specialist provides a bookmark checklist | |

| | |ELACC7SL1 |for students to keep track of the books that they read. | |

| | |ELACC8SL1 | | |

| | | |Once the school year begins, practice takes place one a week. Students continue to read the | |

| | |a. Come to discussions prepared having |select novels and practice answering comprehension questions individually, in pairs, and | |

| | |read or studied required material; |whole group to simulate the reading bowl competition. | |

| | |explicitly draw on that preparation by | | |

| | |referring to evidence on the topic, text, |In January, the team will compete against other middle schools in the county. If they are | |

| | |or issue to probe and reflect on ideas |successful in the competition, it is possible for the team to advance to regional and state | |

| | |under discussion. |level competitions. | |

| | | | | |

| | |b. Follow rules for collegial discussions,|PR: | |

| | |set specific goals and deadlines, and |During the Open House / Curriculum Night at the beginning of the school year, current reading| |

| | |define individual roles as needed. |bowl members and the media specialist will set up a table to advertise for the club in an | |

| | | |area that is highly visible to attending parents and students. The current club members will | |

| | |c. Pose and respond to specific questions |wear their reading bowl t-shirts, create a trifold display to show photographs of past | |

| | |with elaboration and detail by making |reading bowl competitions, and also display some of the books that will be read over the | |

| | |comments that contribute to the topic, |course of the program. | |

| | |text, or issue under discussion. | | |

| | | |Resources: | |

| | | |"Helen Ruffin Reading Bowl." Georgia Children's Book Awards and Conf. on Children's | |

| | | |Literature. Double Take Designs, n.d. Web. 2 Apr. 2013. | |

| | | |. | |

|Floyd’s Story |8th Social Studies |SS8CG4d.d. Compare the juvenile justice |Overview of Program: |1st Year |

|Corps | |system to the adult justice system, |Students will locate and interview family and community members for their personal |March – May |

| | |emphasizing the |experiences relevant to 8th grade CCGPSs. | |

| | |different jurisdictions, terminology, and | |Begin planning with 8th |

| | |steps in the criminal justice process. |Program Details: |grade SS teachers late |

| | |f. Describe ways to avoid trouble and |Students will select topics such as the juvenile justice system, the 1996 Olympics, Dr. King,|March, students select |

| | |settle disputes peacefully. |Brown vs. the Board of Education, Jimmy Carter, Andrew Young, Hartsfield International, the |topics, conduct research, |

| | | |passage of the Civil Rights Act, and more taken directly from 8th grade CCGPS standards. |locate an interview subject|

| | |SS8E4a. Trace sources of state revenue |Students will research their topics and write a two page synopsis of events, people, and |and prepare questions in |

| | |such as sales taxes, federal grants, |issues related to topic (including citations). Students will locate an individual to |early April, conduct |

| | |personal income taxes, and property taxes.|interview with personal experience on the subject and design interview questions. |podcast interviews in late |

| | | | |April, early May, archive |

| | |SS8H12d. Evaluate the effect of the 1996 |Teacher-librarian will co-teach through the research and formulation of interview questions. |interviews. |

| | |Olympic Games on Georgia. |Furthermore, the teacher-librarian will create a calendar and timeslots (with select hours | |

| | | |including slots during, before, and after school) of interview “booth.” | |

| | |SS8H12e. Evaluate the importance of new | | |

| | |immigrant communities to the growth and |PR : | |

| | |economy of Georgia. |Posters around the building, article in the school newsletter, article on the LMC website, | |

| | | |informational letters sent home with 3rd quarter report cards of 8th grade students. | |

| | |SS8H11a. Describe major developments in | | |

| | |civil rights and Georgia's role during the| | |

| | |1940s and 1950s; include the roles of | | |

| | |Herman Talmadge, Benjamin Mays, the 1946 | | |

| | |governor's race and the end of the white | | |

| | |primary, Brown v. Board of Education, | | |

| | |Martin Luther King, Jr., and the 1956 | | |

| | |state flag. | | |

| | | | | |

| | |SS8H11b. Analyze the role Georgia and | | |

| | |prominent Georgians played in the Civil | | |

| | |Rights Movement of the 1960s and 1970s; | | |

| | |include such events as the founding of the| | |

| | |Student Non-Violent Coordinating Committee| | |

| | |(SNCC), Sibley Commission, admission of | | |

| | |Hamilton Holmes and Charlayne Hunter to | | |

| | |the University of Georgia, Albany | | |

| | |Movement, March on Washington, Civil | | |

| | |Rights Act, the election of Maynard | | |

| | |Jackson as mayor of Atlanta, and the role | | |

| | |of Lester Maddox. | | |

| | | | | |

| | |SS8H11c. Discuss the impact of Andrew | | |

| | |Young on Georgia. | | |

| | | | | |

| | |SS8H8d. Discuss the effect of the New Deal| | |

| | |in terms of the impact of the Civilian | | |

| | |Conservation | | |

| | |Corps, Agricultural Adjustment Act, rural | | |

| | |electrification, and Social Security. | | |

|Advanced Content |6th, 7th, 8th Grade |ELACC8RI7: Evaluate the advantages and |Overview of Program: |2nd Year |

|Language Arts |Advanced Content |disadvantages of using different mediums |This yearly project is the biggest assignment of the year for the 8th grade advance content |August – Orientation & |

|Co-Teaching |Language Arts |(e.g., print or digital text, video, |language arts (ACLA) classes. Preparation for this project begins in 6th grade and continues |March - April |

|Public Service | |multimedia) to present a particular topic |throughout 7th & and 8th grade for ACLA students that are enrolled during those years. Upon | |

|Announce-ment | |or idea. |completion at the end of the 8th grade year, ACLA students in 6th & 7th grades, |At the beginning of each |

|(PSA) Video | | |administration, and parents are invited to a formal private showing in the school theater. |school year all grade |

|Project | |ELACC8RL1: Cite the textual evidence that | |levels are reserved two |

| | |most strongly supports an analysis of what|Within the first month of the school year, every 6th grade ACLA class is scheduled in the |days in the media center |

| | |the text says explicitly as well as |media center for a two day in-depth library media center orientation hosted by the media |for orientation and |

| | |inferences drawn from the text. |specialist. The focus of the first day’s instruction is that of general procedures as all 6th|refresher courses to be |

| | | |grade students receive. The additional day of media center orientation provides additional |taught by the media |

| | |ELACC8RL2: Determine a theme or central |instruction to include copyright rules and tips on academic research. |specialist. |

| | |idea of a text and analyze its development| | |

| | |over the course of the text, including its|Within the first month of the school year, each 7th grade ACLA class is scheduled in the |The 8th grade students will|

| | |relationship to the characters, setting, |media center for a two day in-depth media center orientation taught by the media specialist. |begin to construct their |

| | |and plot; provide an objective summary of |The first day is a refresh of media center policies & procedures. The second day is focused |individual PSA project the |

| | |the text. |on copyright, plagiarism, and academic search procedures. |first week of March. |

| | | | |Students will have 4 weeks |

| | | |Within the first month of the school year, each 8th grade ACLA class is scheduled in the |to complete the project. |

| | |ELACC8RL4: Determine the meaning of words |media center for scheduled in the media center for a two day in-depth media center |Computer work stations, AV |

| | |and phrases as they are used in a text, |orientation taught by the media specialist. The first day is a mini refresh of media center |equipment, and other |

| | |including figurative and connotative |policies & procedures. The second day is focused on copyright, plagiarism, and academic |resource materials will be |

| | |meanings; analyze the impact of specific |search procedures for the first half of the class time. The second half of the instruction |reserved for student use as|

| | |word choices on meaning and tone, |covers possible PSA topics and specific instruction in the area of image, photo, music and |needed during this time. |

| | |including analogies or allusions to other |other copyright laws. |Media Center hours will be |

| | |texts. | |extended for students to |

| | | |Student Goals: |complete the projects. |

| | |ELACC8RL6: Analyze how differences in the | |Students may stay up to 1 |

| | |points of view of characters and the |•Identify ways in which the media use color & persuasion techniques in advertisements, and |hour after school and may |

| | |audience or reader (e.g., created through |apply this to their own creations; |arrive 1.5 hours before |

| | |the use of dramatic irony) create such |•Identify ethos, pathos, and logos in popular PSAs, and demonstrate this understanding in a |school begins during the |

| | |effects as suspense or humor. |new medium; |month of March. |

| | | |•Locate and use copyright-friendly music, images, and video as needed & cite them in MLA | |

| | |ELACC8RI8: Delineate and evaluate the |format; |The last component of the |

| | |argument and specific claims in a text, |•Effectively use available technology to create an original product. |project is a formal showing|

| | |assessing whether the reasoning is sound |•Each PSA video will contain a clear introduction, body, and credits. Credits will include |of the projects in the |

| | |and the evidence is relevant and |all citations. |theater. This day is |

| | |sufficient; recognize when irrelevant | |scheduled after CRCT |

| | |evidence is introduced. |The first week of March is reserved for 8th grade students to be instructed by the media |testing is complete |

| | | |specialist on equipment usage, software options, and internet resources that supply images, |(usually the last week of |

| | |ELACC8RI7: Evaluate the advantages and |music, and stock clips that are non-copyright. The instruction will also cover options for |April). |

| | |disadvantages of using different mediums |using material that is copyright protected. | |

| | |(e.g., print or digital text, video, | | |

| | |multimedia) to present a particular topic |Students may choose the software program they prefer to use from the ones offered on the | |

| | |or idea. |media center video production workstations. These programs include Windows Movie Maker, | |

| | | |Cyberlink Power Director, Sony Vegas, and Adobe Premier. The media staff will be available | |

| | | |to guide students and answer questions as needed. | |

| | | | | |

| | | |During the month of March ACLA students receive passes to the library that include before and| |

| | | |after school privileges. | |

| | | | | |

| | | |After all projects are turned in and graded by the ACLA teacher, the media specialist will | |

| | | |format all of the projects in DVD format to burn for the formal viewing held in late April. | |

|Number Ninjas |All grades Math |MCC6.RP.3c Find a percent of a quantity as|Overview of the Program: |2nd Year |

|Tutorial Videos | |a rate per 100 (e.g., 30% of a quantity |Students will produce math tutorial vodcasts. This project has two functions. It will provide|August – March |

| | |means 30/100 times the quantity); solve |extension for accelerated students and provide a tutorial tool for students struggling with | |

| | |problems involving finding the whole given|math standards. |In late August, Number |

| | |a part and the percent. | |Ninjas will be introduced |

| | | |Program Details: |to the math department |

| | |MCC6.NS.4 Find the greatest common factor |Students will create vodcast tutorial videos of math standards to be hosed on SchoolTube. A |during a vertical |

| | |of two whole numbers less than or equal to|page on the LMC website will provide links to access specific standard videos. |department meeting. |

| | |100 and the least common multiple of two | |The program would then be |

| | |whole numbers less than or equal to 12. |The teacher-librarian will create a story board (including script and image) to be completed |staggered throughout the |

| | |Use the distributive property to express a|by students in preparation for creation of vodcasts. The storyboards will be created and |year ending in late March. |

| | |sum of two whole numbers 1–100 with a |assessed under direction of the math teacher before proceeding to production. Furthermore, |The program will offer an |

| | |common factor as a multiple of a sum of |the teacher-librarian will create instructional aids for using recording and editing |extension assignment for |

| | |two whole numbers with nocommon factor. |equipment to allow students to function as independently as possible. Students will undertake|students who demonstrate a |

| | |For example, express 36 + 8 as 4 (9 + 2). |production in the LMC under direction of the teacher-librarian. |high level of mastery on |

| | | | |the standard pretest. |

| | |MCC6.G.1 Find area of right triangles, |PR : | |

| | |other triangles, special quadrilaterals, |Math vertical meetings, posters around building, informational letter shared at conferences, | |

| | |and polygons by composing intorectangles |school website, school marque, school newsletter | |

| | |or decomposing into triangles and other | | |

| | |shapes; apply these techniques in the | | |

| | |context of solving real-world and | | |

| | |mathematical problems. | | |

| | | | | |

| | |MCC7.RP.2b Identify the constant of | | |

| | |proportionality (unit rate) in tables, | | |

| | |graphs, equations, diagrams, and | | |

| | |verbal descriptions of proportional | | |

| | |relationships. | | |

| | | | | |

| | |MCC7.NS.2c Apply properties of operations | | |

| | |as strategies to multiply and divide | | |

| | |rational numbers. | | |

| | | | | |

| | |MCC7.G.3 Describe the two‐dimensional | | |

| | |figures that result from slicing | | |

| | |three‐dimensional figures, as in plane | | |

| | |sections of right rectangular prisms and | | |

| | |right rectangular pyramids. | | |

| | | | | |

| | |MCC8.EE.7b Solve linear equations with | | |

| | |rational number coefficients, including | | |

| | |equations whose solutionsrequire expanding| | |

| | |expressions using the distributive | | |

| | |property and collecting like terms. | | |

| | | | | |

| | |MCC8.G.3 Describe the effect of dilations,| | |

| | |translations, rotations and reflections on| | |

| | |two‐dimensional figures | | |

| | |using coordinates. | | |

|Mobile Learning: |6th grade students |ELACC6-8W6: Use technology, including the |Overview of Program: |2nd Year |

|Glogster |(Targeting ESOL |Internet, to produce and publish writing |While this program will be beneficial for all 6th grade students as an introduction to |1st semester of 6th grade |

| |Students) |as well as to interact and collaborate |different presentation tools available to them, it will focus on meeting the needs of ESOL | |

| | |with others; demonstrate sufficient |students. Because Glogster presentations can be tailored as far as how many details to | |

| | |command of keyboarding skills to type a |incorporate, ESOL students can still complete an entire presentation or template by adding | |

| | |minimum of three pages in a single |sounds or reminders while presenting. For example, the first assignment includes creating a | |

| | |sitting. |Glog about yourself to let the media specialist know your favorite food, movie, TV show, etc.| |

| | | |Students can simply locate pictures or images and/or sounds/videos to put on the Glog instead| |

| | |ELACC6-8SL5: Include multimedia components|of filling out a “typical” beginning of the year form. By experimenting with Glogster early | |

| | |(e.g., graphics, images, music, sound) and|in their middle school career, students then have additional presentation options available | |

| | |visual displays in presentations to |to them. | |

| | |clarify information. | | |

| | | |PR: | |

| | |ELACC6-8W8: Gather relevant information |Introductory glog with supplementary links to blogs, assignments, examples, etc. | |

| | |from multiple print and digital sources; |- | |

| | |assess the credibility of each source; and| | |

| | |quote or paraphrase the data and |Resources: | |

| | |conclusions of others while avoiding |Gavigan, K., &Tomasevich, M. (2013). Connection Comics to Curriculum. Library Media | |

| | |plagiarism and providing basic |Connection, 31(5), 25. | |

| | |bibliographic information for sources. | | |

|Set Your Thoughts|8th Grade English |ELACC8RL10: By the end of the year, read |Overview of Program: |2nd Year |

|to Music: Poetry | |and comprehend literature, |After collaboration with the 8th grade English teachers, the media specialist will present |Spring semester of 8th |

|Meets a Beat | |including stories, dramas, and poems, at |the idea of poetry being set to music to the students. Students will already have an |grade year |

| | |the high end of grades 6-8 text complexity|understanding of basic poetry terms, and they will be able to apply these terms in context. | |

| | |band independently and proficiently. |The media specialist will help students write a poem or multiple poems and select the proper | |

| | | |music for the poem in preparation for their final 8th grade reading of their poems. Students | |

| | |ELACC8SL1: Engage effectively in a range |will be encouraged to pull ideas from past writing assignments or journaling activities and | |

| | |of collaborative discussions (one-on-one, |expand on these in order to personalize their writing. This program will promote student | |

| | |in groups, and teacher-led) with diverse |ownership over their writing as well as allow them to express real emotions through various | |

| | |partners on grade 8 |genres of writing and music. | |

| | |topics and texts, building on others’ | | |

| | |ideas and expressing their own clearly. |PR: | |

| | | |Regular postings on school/LMC website as well as flyers (similar to the one attached) posted| |

| | | |throughout the program. | |

| | | | | |

| | | |Resources: | |

| | | |Dymoke, S. (2012). Making Poetry Matter. English Drama Media, (24), 11-13. | |

|Read for Jeans |Teachers Grades 6-8 |ELACC6RL10: By the end of the year, read |Overview of Program: |2nd Year |

| | |and comprehend literature, including |Read for Jeans is a program that allows teachers in all content areas to read both fiction |Months of Feb. and March |

| | |stories, dramas, and poems, in the grades |and non-fiction books that are both of interest to the students and could also be connected | |

| | |6-8 text complexity band proficiently, |to their content’s standards. After the teachers choose books from the media center, they | |

| | |with scaffolding as needed at the high end|will write a set of ten questions to go along with the book including both multiple choice | |

| | |of the range. |and short answer questions. The teacher will also create an answer key. The media specialist | |

| | |ELACC7RL10 |will compile these sets of questions to use as AR tests for the Dewey Reading Program as well| |

| | |ELACC8RL10 |as post them into a file accessible to all teachers for use with their curriculum as they see| |

| | | |fit. | |

| | |ELACC6RL10: By the end of the year, read |As an incentive to read the books that students read, teachers are rewarded with permission | |

| | |and comprehend literature, including |to wear jeans to school for a week for each set of questions created. Teachers can write up | |

| | |stories, dramas, and poems, in the grades |to five sets of questions earning them a total of five weeks of jeans. The media specialist’s| |

| | |6-8 text complexity band proficiently, |goal is to increase teacher involvement with reading and the frequency with which they visit | |

| | |with scaffolding as needed at the high end|the media center. | |

| | |of the range. | | |

| | |ELACC7RL10 |PR: | |

| | |ELACC8RL10 |A handout created using Piktochart (similar to the attached document) will be created | |

| | | |promoting the Read for Jeans program. It will be posted in the teacher’s work room, kitchen, | |

| | | |front office, and other areas visited frequently by teachers. It will also be emailed out one| |

| | | |week before the program is set to begin. | |

| | | | | |

| | | |Resources: | |

| | | |George, Kimberly. Personal interview. 28 Mar. 2013. | |

|Get Caught |School Wide |ELACC6RL10: By the end of the year, read |Overview of the Program: |2nd Year |

|Reading |All Subjects |and comprehend literature, including |This program will reward students that are “caught reading” by teachers and staff members. A |March – End of School Year |

| | |stories, dramas, and poems, in the grades |“caught card” that has ten spaces for teachers to initial will be handed out in homeroom. If | |

| | |6-8 text complexity band proficiently, |a teacher sees a student reading independently before school, during lunch, study hall, or |This program will begin at |

| | |with scaffolding as needed at the high end|after completing class assignments, he or she will initial the student’s card. When the card|the beginning of the last |

| | |of the range. |is full (10 initials), the student may bring the card to the media center to collect a prize.|quarter (usually late |

| | | |Armed with a digital camera, the media specialist will randomly walk the halls seeking to |March) and continue until |

| | |ELACC7RL10: By the end of the year, read |catch students reading. If a student photographed reading independently, that student will |the end of the school year.|

| | |and comprehend literature, including |win a special prize. Prizes range will include dress down passes, candy, magazines, posters, | |

| | |stories, dramas, and poems, in the grades |and books. Each time a student wins a prize his or her name will be placed in a box for a | |

| | |6-8 text complexity band proficiently, |drawing to be held before the end of the school year. The winner of the drawing will win a | |

| | |with scaffolding as needed at the high end|gift card. | |

| | |of the range. | | |

| | | | | |

| | |ELACC8RL10: By the end of the year, read |PR: | |

| | |and comprehend literature, including |Promotion for this program will be ongoing throughout the event. A bulletin board will | |

| | |stories, dramas, and poems, at the high |display the concept. As winners are photographed their pictures will be placed on the board. | |

| | |end of grades 6-8 text complexity band |Weekly updates and lists of winners will be made part of the televised morning announcements.| |

| | |independently and proficiently. | | |

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Spring 2013

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