Domain III Artifacts I.

3d: Assisting students and teachers in the use of technology in the library/media center

Power Library Handout

POWER LIBRARYPennsylvania’s Virtual Library: Discover Useful,

Effective Resources for Your Elementary Classroom

Education DatabasesStay up to date & plan great

lessons!

ERIC clearinghouse LISTA Library,

Information Science Technology Abstracts

Professional Development Collection

TRC Teacher Reference

General ReferenceInformative and Reliable

EBSCO host Funk & Wagnall’s New

World Encyclopedia History Reference

Center Oxford Reference

Domain III Artifact II

Student ResourcesHelp students find the best

sources

AP Images EBSCO Animals Facts For Learning Kids Search (K-5) /

Searchasaurus Middle Search Plus NoveList K-8 NoveList K-8 Plus Primary Search SIRS Discoverer

For More Information

Access URL http://www.powerlibrary.net

Handout created by Jennifer Reardon future SLMS

For additional help contact

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3b: Collaborating with teachers in the design of instructional units and lessons

3c: Engaging students in enjoying literature and learning information skills.

3e: Demonstrating flexibility and responsiveness.

Integrated book selection, resource acquisition, and collaborative lesson development:

Elementary Level

Grade level: Third grade

Curricular Area: Environmental Science

Specific Topic: The water cycle

This unit of study will give students an understanding of the major components involved in the water cycle. Students should be able to identify the different phases water goes through as it moves through the cycle. Students will gain an appreciation of water as a natural resource that is vital to their existence and the health of their planet. Students will be given an introduction of how to conserve water and why it is important to place a high value on the natural resources of our planet. This unit is covered by the Pennsylvania state standards under the category Environment and Ecology. This unit is addressed under many different topics related to the specific standards and the skills important for third graders to develop.

Pennsylvania State Standards Environment and Ecology:

4.1. Watersheds and Wetlands

A. Identify various types of water environments

4.2. Renewable and Non-Renewable Resources

A. Identify the needs of people

-identify water as a natural resource

-explain air, water, nutrient cycle

-identify how the environment provides for the needs of people.

4.3. Environmental Health

A. Know that plants, animals, and humans are dependent on air and water.

-Know that all living things need water to survive.

4.6. Ecosystems and their Interaction

B. Understand the concept of cycles

-Explain the water cycle.

4.8. Humans and the Environment

A. Identify the biological requirements of humans

-Identify several ways people use natural resources

D. Know the importance of natural resources in daily life.

-Identify ways to conserve our natural resources.

Annotated Bibliography

Fiction

Frasier, Debra. The Incredible Water Show. Orlando: Harcourt, 2004.

Students will enjoy this unique interpretation of the water cycle as it is turned into a theatrical experience. A creative group of fifth graders turn their science fair project into a play about the various properties and characteristics of water and the water cycle. In this title Frasier makes science fun for children to learn about, in this informative yet, colorful look at one of our most important resources. The illustrations drawn and colored in marker will surely be a familiar medium with the students reading this book.

This book could be used to further expand students’ knowledge about the water cycle. It gives relevant and factual information regarding the chemical properties of water and provides students with a unique look at the changing form of water as it moves through the water cycle. The book briefly addresses the issue of conservation, yet, it is not a primary concern of this title. Students will surely be delighted by this fun adventure in reading. They might possibly be inspired to act out their own part in the water cycle, by creating a play or some other creative way to present the information they are learning.

Locker, Thomas. Water Dance. San Diego: Harcourt, 1997.

This title is written in eloquent, simple, and poetic language. Yet, it explains the topics being addressed in a way that will be accessible to students of various reading levels. Each phase of the water cycle is described in a short, unique passage followed by beautiful paintings that show water in its various states. Students will surely enjoy and relate to this powerful glimpse of the water cycle. At the end of the book all of the illustrations are tied together to demonstrate the water cycle and all its parts functioning together.

This book offers the opportunity to demonstrate to students that we experience different stages of the water cycle every day. The beautiful paintings will show students the perspective of viewing water as a beautiful and integral part of nature. I thought it was important to include this book for this unit of study because it is likely to make sense and be accessible to learning support students and students reading at a lower level then the average third grader. This book is a beautiful representation of water in its natural forms. I believe this will help students develop an aesthetic appreciation of water as a vital natural resource which may prompt conservationist efforts in their future. This book may also help students who are intimidated by the factual presentation of language as it often relates to science, and create greater understanding for students who understand descriptive and sensory language. It might make the concepts more concrete for these students.

McPhail, David. WaterBoy. New York: Abrams Books, 2007.

This book is an enchanting and inquisitive look at one boys experience with water in his world. At first he is frightened and questions the presence and role of water. There are touches of fantasy, and detailed beautiful watercolors with a soft pleasing palate are bound to draw students into the story. This is an inspiring story about learning and discovery. The message of conservation is powerful as the boy realizes his own abilities to make a difference in the world.

The message and experience of this book is one students will surely be able to relate to. They should be inspired to make a difference in their future by relating to the theme of protecting the environment. Students may find humor in the boy’s questions about water and relate this to their own learning. They may have once held irrational fears about topics they did not understand fully and realize the role that learning plays in

overcoming misconceptions about particular things. The book presents facts about water in an interesting way that students can relate to. For example, the composition of our own bodies is made up of water. As the boy overcomes his fears he realizes the how essential water is to our existence.

Schaefer, Lola. This is the Rain. New York: Greenwillow Books, 2001.

This book is a great resource to provide students with an understandable breakdown of a complex process. The illustrations are brilliant collages in vibrant colors that are certain to appeal to young viewers. The text is accessible, simple, and rhythmic. This book has a surreal quality because of the fascinating art work, however, the theme is grounded in science. Children will enjoy this book and learn that reading can be really fun in the process.

This book presents a unique representation of the water cycle. It presents powerful visuals that identify the overwhelming presence of water in our world. The collages presented in this book could be a starting point for an art project. Students could create their own graphic representation of the water cycle, or create their own collage with materials and images that they identify as important to the topic.

*Note on nonfiction titles: All of the fiction titles that I have chosen have aspects of nonfiction contained in the content because they relate to the water cycle. However, they also contain important fiction elements as well. While, they all address the scientific nature of the water cycle to some extent they are also telling a story and expanding on the subject leading students to make connections that they might not otherwise make, by looking solely at nonfiction titles. I was inspired by an article titled “Water, Water, Everywhere” In Curriculum Connections a supplement to the School Library Journal Fall 2007. After reading this article I found the subject so interesting I was determined to find titles based on this subject and apply them to younger grades.

Selection Tools

Book Database Subjects

The Incredible Water Show Teachingbooks.net graphic novel

picture books

science

environment

nature

Water Dance Novelist water

hydrologic cycle

Water Boy Wilson Children’s Core water fiction

magic fiction

This is the Rain Children’s Literature Comprehensive rain and rainfall cycle

hydrologic cycle fiction

water fiction

stories in rhyme

Non Fiction

Wells, Robert E. Did a Dinosaur Drink this Water? Illinois: A. Whitman, 2006.

In this book Robert Wells takes us on an adventure exploring different sources of water, and taking us on a journey through the water cycle that goes beyond just mere explanation. He includes the three different states of matter that water exists in naturally throughout our world, also discusses pollution, and how essential water is to the existence of life on earth. Children will enjoy and relate to the vibrant illustrations in bright colors that depict two children traveling through our world learning about water. Water is so basic, yet, it is essential to our existence and this may be something students take for granted if they do not learn about its importance.

This book would be a great addition to a unit on the water cycle because Wells makes it interesting and exciting for them. With questions that pique curiosity and beg to be answered. The title explains some of Wells creative approach to teaching students this subject. The fact that many other subjects above and beyond the water cycle are addressed is

beneficial because students will learn of many other related facts. The questions posed by Wells will force students to think creatively and develop answers using concepts related to science that they might not even realize they understand.

Wick, Walter. A Drop of Water. New York: Scholastic, 1997.

This title provides students incredible photographs that detail the nature of water and it illustrates the chemical properties in action. The images are crisp and clear leading students into “science and wonder.” The text captures the action of the photographs explaining what interesting characteristic of water is being displayed, and students are able to see this happening. This will heighten their understanding and ability to comprehend a difficult subject.

Students will expand their knowledge of the various properties of water and how they relate to the water cycle through the use of this book. At the conclusion of this text, there are a lot of examples of possible experiments listed that give students details about how to conduct these on their own. They are simple enough to set up at school or home. There is also a section where Wick encourages readers to “think of your own experiments.” At the end of the book there is a section that effectively summarizes some of the major ideas that Wick has discussed throughout the book, and relates them to the water cycle. He makes the various properties of water understandable and concrete.

Poetry

Levy, Constance. Splash: Poems of our Watery World. New York: Orchard Books, 2002.

These poems contain many elements of figurative and sensory language that will entice young readers, and bring the imagery created by Levy’s words to life. These poems contain rhythm, metaphor, simile, cadence, personification, and repetition all creating a great experience for readers. The use of blue in many ways including illustrations and text is symbolic of the color usually associated with water children may draw this parallel.

These poems address the overwhelming presence of water in our world providing students with countless examples of waters existence and essential role in our lives. These poems would relate to a unit on water and the water cycle by illustrating some of the topics in a unique and fascinating

way. Students will draw many parallels between what they are learning in class and what they are reading about. This book addresses the states of matter associated with water, different bodies of water, and the role of water in our everyday life.

Middle School

Grade Level: Seventh Grade

Curricular area and course: History, United States History

Topic: Workers rights and child labor during the Industrial Revolution

For this unit of study students will learn about important events, movements, people, and change brought about by the Industrial Revolution with a specific focus on the development of workers’ rights and the role children had in bringing about change. They will gain knowledge of the import role that the revolution played related to workers rights, working conditions, labor laws, and legislation brought about by the experience of workers during this period of time. Students will consider multiple perspectives and the context of events in the country while this movement was happening.

Pennsylvania State Standards: History

8.1 Historical Analysis and Skills Development

A. Understand chronological thinking and distinguish between past, present, and future time.

-people and events in time

-patterns of continuity and change

-context for events

B. Explain and analyze historical sources

-author or historical source

-multiple historical perspectives

C. Explain the fundamentals of historical interpretation

-author or source of historical narratives

D. Describe and explain historical research

-historical events

-facts, folklore, fiction

8.3 United States History

C. Explain how continuity and change has influenced United States history

-commerce and industry

-innovations

-social organization

-women’s movement

D. Identify and explain conflict and cooperation among social groups and organizations in United States history.

-domestic instability

-labor relations

Fiction

Patterson, Katherine. Lyddie. New York: Lodestar, 1991.

Heroine Lyddie Worthen rises above the desperate situation of her life by holding onto a hope of a brighter future despite the hardships she must overcome. She is abandoned by her family and takes on financial responsibility of paying off her families mounting debt. She experiences hardship, illness, exhaustion, and great injury while working at the textile mills in Lowell, Massachusetts. She is bound and determined to rise above her poverty and illiteracy. Yet, she realizes the reform other workers are fighting for is essential.

This book relates to the unit of study by illuminating the perspective of the workers and gaining a glimpse of what life is like inside the mills. Students will be able to better relate to the materials they are learning about after they read this book. They will learn about what labor relations

were like and the domestic instability that was present at the time when Lyddie was working in the mills.

Haddix Peterson, Margaret. Uprising. New York: Simon & Schuster, 2007.

This fictional account of a true event from our history will give students insight into a real tragedy related to workers rights and reform. The strike of workers and the fire are recalled by three very different women. Haddix provides readers with a well researched account of the events surrounding the strike and fire. Students will enjoy the varied perspectives given by the different women.

This title relates to the unit by describing the events and context surrounding the triangle shirtwaist fire. Students will have to interpret various perspectives presented by the women, and they can relate this to other varied perspectives given by individuals throughout history. This title explains a historical event and provides explanation related to women’s rights and social organization of the labor movement.

Porter, Tracey. Billy Creekmore. New York: Harper Collins, 2007.

This novel is full of life and the experience of an orphan boy Billy Creekmore. He escapes his fate as a glassworker, only to find himself in an equally unsafe working environment, at a coal mine in West Virginia. This novel explains the dangers associated with mining and details their attempts at unionization. Billy runs into trouble after his involvement. He ends up joining the circus. Students will enjoy reading about the trials and troubles encountered by Billy in this novel.

This novel relates to the curriculum being learned by identifying conflict and cooperation among social groups in history. It also relates to the instability caused by workers attempting to unionize also tying into the topic of labor relations in the coal mining industry, an important part of the industrial revolution. Billy like the main characters of the other novels are providing students with a fictionalized firsthand account of the conditions and providing a framework to explain the background behind instability and the creation of labor unions. We may take for granted today the laws and regulations that are in place because we never had to fight for them. However, those in our past were responsible for making things better for our future, and students should recognize those who were important in bringing about change.

Winthrop, Elizabeth. Counting on Grace. New York: Random House, 2006.

Students will sympathize with young Grace who faces a situation similar to many families at the time in history when mill work was unregulated and labor laws were unenforced. Grace understands the ironic situation presented by children working in mills. In most families if the children didn’t work their families would not have enough money for the most basic needs in their lives. However, the conditions and situation presented by the mills requires some regulation. Grace takes on this predicament with the help of her teacher and friend she writes a letter to the National Child Labor Committee, to detail the problems she faces and has experienced working in the mills. In response to her letter Lewis Hines comes to town. His photographs of the children working in the mills illuminate the problem and make it a reality that becomes harder to ignore. Grace provides a great example for students to see how individuals can take on daunting tasks for reforms.

This story could be used to provide a context for events concerning organized labor movements by discussing the people and events in a particular time in history. This book provides a great representation of history through fiction. This may also give students a framework for understanding the background behind social organization.

Non Fiction

Bartoletti, Susan C. Kids on Strike. Boston: Houghton Mifflin, 1999.

This title researches the working conditions and situations that led children to strike. The book covers a wide range of issues related to children involved in the labor movement. It provides information relating to successful and unsuccessful experiences. There is a focus on the varied experience of child laborers. This book contains many vivid and clear photographs that create further connection and interaction to the text. It includes bibliographical information for further research on the topic and detailed information related to child labor laws.

This book is a great nonfiction title to incorporate into this topic. It covers many of the major components related to the curriculum being addressed and also compliments the fiction selections very well. It gives a perspective that students will be able to relate to. The details regarding the child labor laws that are provided in the book could be a point for students to continue their research.

Gourley, Catherine. Good Girl Work. Brookfield: Millbrook Press, 1999.

The use of many primary sources creates a great look at women in the work force during the 19th and early 20th centuries. It details the events and conditions that led to positive change in the workforce. Gourley provides stunning black and white photographs that illustrate the text detailing women while at work.

This book would be a great nonfiction companion to read with Lyddie and Counting on Grace, because it provides a factual account of real women who reflect the heroines in the novels. Including various primary sources including: letters, diaries, newspaper excerpts, and memoirs will give students the opportunity to gain an appreciation of the important role primary sources can play in researching history and the experience of individuals. They provide a unique perspective that cannot be captured through any secondary source.

Poetry

Philip, Neil, ed. Singing America: Poems that Define a Nation. New York: Penguin, 1995.

This anthology of poetry provides students with a look at American poets who describe the experience and conditions of America. Various poets and themes are given a voice throughout this anthology. There are quite few poems dedicated to working people and their trades.

This book would be useful for inclusion in this unit because it provides poems that discuss themes related to the industrial revolution. However, an additional benefit would be that it also provides topics which may be of interest for students for further study or investigation. It gives a comprehensive look into the American experience and gives students a context for understanding the topics and poetry dedicated to the revolution. These poems detail people and events in time, multiple historical perspectives, innovations, and commerce and industry.

Grade Level: 12th grade

Curricular Area and Course: Reading, Writing, Speaking and Listening. English

Specific Topic: Create a piece of writing that expresses the experience of immigrants in the United States

Students will choose a style of writing, and write a piece that addresses the experience of immigrants in America. Students may draw on personal experience for the completion of this task and/or the related materials we have discussed in class. The writing should address topics related to identity, experience, language, and should also discuss beliefs or customs. Students may include information related to stereotypes experienced by individuals and/or groups, and issues that have influenced the history of these groups in America. Students should be exposed to a variety of writings from different ethnic and cultural groups. These writings should represent a variety of genres in order help students recognize how each form is successful in relating the purpose to the audience. Students should develop an understanding of the experience of immigrants as it relates to themselves individually, members of their family, and other members of society.

Pennsylvania State Standards: Reading, Writing, Speaking, and Listening

1.1 Learning to Read IndependentlyH. Demonstrate fluency and comprehension in reading.

1.3 Reading, Analyzing, and Interpreting Literature

A. Read and understand works of literature

C. Analyze the effectiveness in terms of literary quality, of the author’s use of literary

devices.

-sound techniques

-figurative language

-literary structures

1.4 Types of writing

A. Write short stories, poems, and plays

-apply varying organizational methods

-include literary devices

-use literary devices

1.5Quality of Writing

A. Write with a sharp, distinct focus

-identify topic, task, and audience

B. Write using well-developed content appropriate for the topic

-employ the most effective format for purpose and audience

C. Write with controlled and/or subtle organization

-include effective introduction and conclusion

D. Write with a command of the stylistic aspects of composition

-use different types and lengths of sentences.

E. Revise writing to improve style, word choice, sentence variety, and subtlety

of meaning after rethinking how questions of purpose, audience and genre have

been addressed.

1.6 Speaking and Listening

B. Listen to selection of literature (fiction and/or nonfiction)

-summarize and reflect on what has been heard.

-analyze and synthesize the selections relating them to other selections heard

or read.

1.7 Characteristics and functions of the English languageB. Analyze when differences in language are a source of negative and

positive stereotypes among groups.C. Explain and evaluate the role and influence of the English language

within and across countries.

Fiction

Alvarez, Julia. How the Garcia Girls Lost their Accents. New York: Penguin, 1992.

This story offers the varying perspective of four sisters each adapting to life in a new country in their own way. Alvarez provides us with a stark contrast between the two settings of the novel, with the bustle of New York City and their childhood home at the quiet seaside location of their compound in the Dominican Republic. Each sister must create an identity from these competing worlds and experiences. The novel begins with the sisters as adults and continues through flashbacks as they recount the stories of their past and the experience of their lives and family. Growing up is not always easy being caught between cultures and traditions.

This novel is great because it provides us with insights from the perspective of four characters that all have different interpretations of moving to a new country yet, they are all within the same family. Students should be able to make connections based on details from the novel and connect it to things that they learn about real immigrant experiences. They should understand that authors often share an intimate connection with their subject matter. Students should demonstrate comprehension of the major themes being addressed and be able to draw conclusions. Students should also recognize the way introduction to a new language can often lead to generational conflicts within the same family.

Cisneros, Sandra. Woman Hollering Creek. New York: Random House, 1992.

This collection of short stories provides us with a wide array of mostly female narrators and characters. These characters explore their existence as members of two cultures whose identities often differ. Caught in between this splintered existence Cisneros’ characters explore their identities and experiences as they try to find a place for themselves in the world. Cisneros explores the themes of culture, identity, family, and overcoming hardship throughout these short, yet, insightful glimpses into the experience of immigrants to America.

These are numerous reasons why this novel is a good choice to include in this unit of study. The language Cisneros writes with is extremely powerful. She captures the nuances of Spanish and English and creates a powerful blend of language that demonstrates her unique place

and the unique place of her characters using two languages. Her use of figurative language, literary devices, and organizational structure demonstrate a command and understanding of language. Students should be able to identify the ways in which Cisneros uses language to empower her characters, yet, remains true to her roots at the same time. Students should be able to identify the different literary devices she employs. They should pay careful attention to the ways in which she introduces Spanish words to enhance the readers experience and understanding of the text. This book should allow students to explain and evaluate the role of the English language within and across borders, and how the experience of non-English speakers has the power to shape language.

Hosseini, Khaled. The Kite Runner. New York: Penguin, 2003.

This powerful novel begins in Afghanistan, where the events of Amir’s childhood unfold. His childhood contains events that will haunt him throughout his adult life. Amir and his father move to America to escape violent conflict in their country. In America, they struggle to establish a life, having left behind great wealth and social class. Throughout the novel Amir struggles with the development of his identity and attempts to reconcile mistakes of his past. He returns to Afghanistan as an adult having been gone for many years. Others who have stayed accuse him of never having experienced the true Afghanistan because of his privileged social position as a child and the fact that he fled the country in face of turmoil. There are many interesting cultural phenomenons addressed in this novel as we follow Amir from Afghanistan to America twice. There is a lot of attention paid to conflicting social groups, religions, and a particular focus is given to exploring cultural differences and traditions that arise.

This book is important because it represents the powerful experience of an individual who is unsure of his identity in both countries where he has lived. This book also provides an interesting look at how often times groups of immigrants from a particular country who immigrate to the United States will establish themselves in some sort of community. Amir experiences connection to his culture while in America because he is surrounded by a group of fellow Afghans. He meets a woman and must follow traditional rules of courtship that are mandated by his culture. This may be an interesting topic for further study. Students may have personal stories from within their own families about their own family members who once came to this country. It would be very helpful and useful to hear what kind of information is maintained within families and how quickly individual

families have lost their own personal stories. Hopefully, this assignment will allow them to make personal connections to their own histories that might have otherwise continued to go forgotten.

Yang, Gene. American Born Chinese. New York: FirstSecond, 2003.

Three story lines converge into one powerful novel depicting the hardships and realizations of living life inside of a cultural divide and wanting to fit in. This graphic novel represents one of the most well revered titles of this emerging genre. Students will experience the powerful collision of these three stories and appreciate the representative artwork. Follow Jin Wang in his struggles to achieve conformity and acceptance amongst the majority, the Monkey King who must accept himself, and the final component “Everyone Wuv’s Chin-Kee” reveals the power of stereotypes among ethnic groups.

The inclusion of this title for this unit is important because it may be very beneficial to visual learners. It may also inspire students to expand their understanding of literature into varying genres. Hopefully, throughout the literature used in this unit students will develop an understanding and appreciation for individuals who are different from themselves. They should develop a sense of respect and value the differences people express in their culture because it is what makes our country unique.

Non-fiction

Nguyen, Tram. We are All Suspects Now: Untold Stories from Immigrant Communities

after 9/11. Boston: Beacon Press, 2005.

The message presented in this book is that the lives of immigrants will never be the same since the terrorist attacks of 9/11.There has been tremendous aftershocks felt in the lives of many immigrants in the United States as a result of this event. Hear how people’s lives have been changed. How they have been targeted because of the country they came from, physical appearance, religion, or immigration status. Tram brings forth true stories from across America that are sure to shock readers and make them aware of the most current issues confronting immigrants. Tram also provides analysis on legislation that has been passed sing 9/11 that allows the government to invade the privacy of innocent individuals.

This title is important for making students aware of the most current topics related to immigrants. This book will present readers with the varied experience of individuals and the hardships they have encountered in trying to create a life for themselves and their families. Students should be able to comprehend the engaging way that Tram introduces readers to the various subjects he discusses.

Kirszner, Laurie, G, ed. The Blair Reader. New Jersey: Prentice Hall, 1999.

This anthology provides stories related to many different relevant themes addressed in this lesson. It contains nonfiction essays with a focus on a wide variety of topics. I chose this particular anthology because these essays provide students with an extremely insightful look at the topics discussed. Students will find themes addressing prejudice experienced by Americans. This book covers a wide range of issues related to language learners and speakers. Stereotypes experienced by people related to race, gender, and class. There are also topics related to reading and writing, conformity and rebellion, self-image, fear and courage, naming, exiles, family, women, nationalism and patriotism, class, and living in cities. I felt that all of these broad topics could be related to the overall idea of multiculturalism.

I chose this anthology as a comprehensive look at American life and experience. It contains perspectives from so many different places, people, and ideas. This text as a whole might be at the upper level of reading for some high school seniors but, as a text for use by teachers or librarians choosing specific excerpts its usefulness is paramount. There were some selections I had in mind that relate specifically to the topic of expressing the multicultural experience of immigrants in America. The essay by Amy Tan, and that by Judith Ortiz Cofer are two specific examples for use with this unit that I had in mind. It will be interesting to contrast this genre of writing with the many others that have been covered in this unit. This can lead to a discussion with students about topic, audience, purpose, and form and how each of these parts relate to each other when we are making pre-writing decisions.

Poetry

Gillan, Miria, ed. Unsettling America: an Anthology of Contemporary Multicultural Poetry. New York: Penguin, 1994.

This anthology is a tremendous source for any comprehensive look at the experience of immigrants in this country. This book provides in depth look at issues that arise as cultures collide. There is a great variety of writers sharing their experiences from many different countries. Also included are both well established and newer poets. This anthology will definitely allow students the opportunity to explore topics, countries, and specific experiences of their choice.

I chose this Anthology because I thought it was comprehensive, providing such a wide variety of perspectives. Students should have access to many different voices before they accept one perspective as valid or authoritative. In examining those who are traditionally underrepresented students may be able to make connections and draw parallels to topics that they might not otherwise be exposed to in their everyday lives. (For example, it was very hard for me to locate this book you would think that bookstores or libraries might consider it a great title to keep on hand.) Students may never hear certain views or perspectives if you do not provide them with these titles. Especially, as a 12th grade assignment this is very important, because those who are not continuing on to college may not be exposed to a more liberal focus and expanding perspective in their future.

Lesson Plan

a) objectives for the lesson

Student in 12th grade English will listen, read, and respond to a variety of excerpts from different genres, by different authors related to the topic of multicultural experience of individuals from a wide range of backgrounds.

Students will be hearing selections that are relevant in subject matter to their English class. They will focus on interpreting the texts presented to gain insights and find relevant topics that they will address in a classroom assignment.

Students will be able to identify characteristics of the genres being presented in the nonfiction and fiction readings.

Students will related to, draw parallels between, respond to, and develop conclusions based on the materials presented and discussed.

Students will make extensions to related ideas, topics and information.

Students will analyze the effectiveness in terms of literary quality, the author’s use of literary devices including: sound techniques, figurative language, and literary structures.

Students will employ a variety of reading strategies to enhance their comprehension of the readings and to draw parallels and make connections to their assignment. These strategies will include but not be limited to: text-to-text, text-to-world, text-to-self, visualization and inferring strategies.

b) time needed90 minute classroom block

c) materialsPhotocopy of the following excerpts:

Excerpt from Women Hollering Creek short stories “Mericans,” “Little Miracles,

Kept Promises,” and “Bien Pretty”

Excerpt from The Blair Reader essays “Mother Tongue” by, Amy Tan, and “The

Myth of the Latin Woman: I Just Met a Girl Named Maria” by, Judith Ortiz Cofer

Smart board

Woman Hollering Creek by, Sandra Cisneros

The Blair Reader by, Laurie Kirszner

Here are the handouts for class:

Fiction

Reading Response Questions

1. In the story, "Mericans" by, Cisneros why do you think the tourists were so amazed that the children could speak English?

________________________________________________________________________________________________________________________________________________________________________________________________________________________What impact might this reaction have on the children, and how they perceive their identity?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How did the passage from "Little Miracles" make you feel?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Does this passage create any feelings of sympathy for the man? Do you think this situation happens often in the lives of immigrants? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Making Connections

1. Using the inference strategy, what does the word la ofrenda used in the story “Mericans” mean?

________________________________________________________________

2. In this section I would like you to make connections to this passage

Give an example:

text-to-self ________________________________________________________________________________________________________________________________________________________________________________________________________________________

text-to-text

________________________________________________________________________________________________________________________________________________________________________________________________________________________

text-to-world

________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How can you relate what you have read today to your class assignment?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Nonfiction

Reader Response Questions

1. What does Amy Tan mean when she refers to "broken" or "fractured" English?

________________________________________________________________________________________________________________________________________________

2. How are Amy Tan and her mother affected by her lack of command of the English language? List 3 examples from her personal experience.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What challenges does she have to overcome as a result of her Puerto Rican culture?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Making Connections

1. Think of a time when someone has made incorrect assumptions about you and your life. Remember how this made you feel, and reflect on these feelings.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Using the visualization strategy, close your eyes and picture yourself as a member of a different race or culture than your own. How might your experiences change?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How can you relate the ideas and experiences you have read about today to your in class assignment?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

d) proceduresStudents will sit together in a large group with desks/tables set up in a way that is conducive to discussion, and a position where they have a clear view of the smart board. The librarian will introduce the lesson and hand out the materials. The handouts will include the

excerpts of reading passages that will be presented, and also include questions and space for reflection. The teacher will add any relevant information as necessary.

The lesson will be broken into two sections with the first half focusing on the fiction title Woman Hollering Creek. I have selected a few relevant excerpts that provide insight and information related to their classroom assignment. As a class we will read through the materials and stop for discussion, questions, and to draw conclusions whenever relevant. The librarian will read most of the passages aloud, but will also give students the chance to read.

Students will answer questions on the handout related to the fiction selections. They will also complete a brief section on how they might relate what they have read and listened to their topic in class.

After completing the questions and a brief discussion we will move on to a presentation and discussion of the nonfiction selection.

The librarian or students will read aloud the excerpts

Throughout the lesson the librarian will ask questions to encourage students to make parallels to the readings being presented and their writing assignments.

Students will complete the nonfiction worksheet

e) assessments

There will be an informal assessment of students for this lesson in the form of conferencing between the librarian and the teacher at the conclusion of the lesson. The assessment will be based upon their appropriate contributions, analysis, and participation relating to the classroom materials presented. A more formal assessment will be given related to the pre-writing activity worksheets that students create in response to the readings they will receive a grade from the classroom teacher for this part of the lesson.

f) modifications for special needs

Individualized guided instruction

Modified requirements and pace if determined necessary

Readdress the topic multiple times

Alternate setting if necessary

Monitor for understanding

Reread selections aloud

Provide assistance with the completion of handouts, or a provide a modified handout if needed

Assistance with vocabulary, instructions, and completion of task

Incidental adaptations throughout lesson when needed

g) Narrative of what you would do, students actions, throughout the lesson.

I will introduce the lesson to students drawing parallels between the topic and lesson they have in their English class. I will read aloud both fiction and nonfiction passages related to the topic of immigrants experience in America. The fiction excerpts I have chosen that provide insight and explanation of this topic through literature come from the book of short stories by Sandra Cisneros titled, Woman Hollering Creek. The passages for this title illustrate issues related to the cross cultural experience, intersections of language, stereotypes, and family. Students will answer questions that will lead them to draw conclusions and make applications to their topic of study in the classroom. The presentation in class for the nonfiction excerpts will proceed in a similar manner and contain similar issues. The students, teacher, and I will engage in a conversation analyzing the ideas presented in the excerpts being read. The essay by, Amy Tan “Mother Tongue” provides a very powerful example of how language can become a large barrier to one’s acceptance and treatment. There is a large focus in this essay on coming to terms with difference and accepting one’s identity even if it does not conform to standards set up by society. Students will be asked to reflect on this excerpt to find relevant ideas for their own writing. Excerpts from the essay, “The Myth of a Latin Woman” by, Judith Ortiz Cofer will be read and analyzed by the classroom. In this reading students will focus on the issue of stereotyping individuals based on their appearance and

generalizations that people make. This topic will also provide some further information for students to explore while developing their own writing related to these complicated subjects. I believe that providing examples from both nonfiction and fiction pieces is important because students can possibly get a better idea about what genre of writing they would like to consider for their assignment. Throughout the lesson there will be a lot of discussion and interaction between the librarian and the students. The librarian will guide students to develop appropriate and creative responses to the materials presented. At the conclusion of the lesson (if time permits) students will be asked to organize the information and begin to develop a clear focus of the writing they will need to complete for their English class.

Domain III Artifact III

3a: Maintaining and extending the library collection in accordance with the school’s needs and within budget limitations

Censorship versus Selection Opinion Paper

Explain your thought process for selecting books and other resources for a school library. What guides your decisions when making these purchases?

The thought process I have for selecting books includes developing an understanding of what

materials will create a positive contribution to the library collection. I will assess how many perspectives

on topics are presented, and if there are particular areas of the collection that are underrepresented or

very outdated. I will try to obtain materials that are instructionally tied to the curriculum, but most

importantly, representative of the interests of the student patrons, above and beyond the subjects that

are addressed in the classroom. “The librarian, if he is truly a selector and not a censor, does not

succumb to irrelevancies-- introduced either by the prejudices of his own background or the pressures

of his library's patrons” (Asheim). For me, this statement by Asheim is very relevant to the selection of

materials. I would not allow any of my own bias to interfere with my decision to select materials. In

addition, I would not allow the feelings or opinions of the school and the community to interfere with

my own selection process. I would consult sources such as the ALA, and professional journals that

contain book reviews. Each year I would try to update my collection with award winning books, and

books considered to be well received and relevant to the student patrons of my library. I would

implement and use a selection policy as a guide and reference for use in the event of challenges, and as

a form of support in my defense. In relation to other materials for the library including databases,

magazines, periodicals, technology, etc. I would use similar thought processes, and try to select the most

appropriate and relevant materials for students. I would research major purchases.

As a school library media specialist, what 3 factors might cause you to not select a book to be added to the collection? Describe the circumstances for each factor.

If the selection of a book to be added to the collection would represent an overwhelming

amount of material based upon one side of a particular issue, and there was not some information

presented on the other side of the issue, I might suggest the purchase of materials based upon the

underrepresented side. I would do this in order to have a balanced collection. I would not want eight

books on the pro-life perspective in the library with only one book representing pro-choice. This might

lead library users to develop a certain perspective because they did not have equal access to both sides

of the issue; it might also lead library users to believe that the library was biased towards one particular

side of the issue.

Another factor that would cause me to not select a book for the collection would be if the book

were considered to be “pervasively vulgar” If the book was judged to have no artistic, literary, or other

contributions to society, I would suggest that it not be included. I might use a particular court decision

on materials to back up my decision to exclude certain titles.

I would also not include information deemed to be illegal in the library collection. For example, I

would not include selections that included slander, libel, or hate speech. I would not include a title

about how to form your own sect of the KKK or any other group of similar nature, because in my opinion

a title containing material of that nature would have no educational relevance, and would serve to

perpetuate hate within society. It may also cause some library patrons to feel as though the library does

not provide them with a comfortable environment where they are free to access information. I would

not object to fiction novels or nonfiction texts that detailed the history of the KKK or any other hate

group, or explained how the organization was formed and maintained, because that is educational in

context. However, I would stand firm in rejecting a title that perpetuated hatred towards any group or

individual in the society that did not have an underlying educational message or theme.

Describe how you will ensure that your beliefs, biases, and opinions do not prevent you from selecting resources on controversial topics.

I would ensure that my beliefs, biases, and opinions do not prevent me from selecting resources

on controversial topics by trying to develop a collection that presents varying perspectives on all topics

considered controversial. For example, I would include selections on abortion that represented both the

pro-life and the pro-choice perspective so that students interested in developing their own opinion, or

educating themselves about the conflict would have access to both sides of the issue. I would try to

balance the resources so that each side was represented equally. I think that one of the most

important factors to consider is, “The positive selector asks what the reaction of a rational intelligent

adult would be to the content of the work; the censor fears for the results on the weak, the warped, and

the irrational” (Asheim). I believe that when selecting materials for students the same concept applies.

We must trust that our students are capable of intelligent and critical thought. I am a firm believer that

understanding all aspects of a topic or issue gives you the most comprehensive and educated

perspective. If you understand varying perspectives, you can read information that goes against your

beliefs or education, yet you have developed the skills to reject but respect opinions and reasons. You

may understand why other people think certain ways. As a LMS, the concept of open and free access to

information will be the guiding principle behind my selection of materials. Perhaps, some in a

conservative town might even consider a liberal open-minded approach to the selection of materials to

be censorship in itself, if you are censoring their beliefs that a particular perspective is the only right

way. The selection process on controversial materials presents a difficult situation for all involved, but

sticking to values and principles and honoring the rights of patrons should guide librarians to make

positive decisions.

Does a school librarian ever assume the role of censor versus the role of selector?

Based upon some of the factors introduced in Asheim’s article, we are all censors in some

respect. Since, no library can hold every title, and we are limited by budgetary constraints there

is a level of censorship experienced by all librarians. Simply, we cannot afford or house all the

books ever published. “Librarians do not deny that rejection occurs, but they claim that the ideal

of absolute equality for all books is unattainable even supposing it were desirable” (Asheim). As

stated in my above examples, there are instances that could arise where I would feel compelled

to censor information. These examples include: access to illegal or dangerous information, the

creation of an unbalanced and biased collection, and “pervasively vulgar” books that do not have

any educational relevance. Dickinson states in her article, “For my own clarification, I define

appropriateness in four ways: reading level, intellectual level, interest level, and emotional level”

(44). In considering these factors I believe a librarian is exercising good selection, not

censorship. It is one role of the LMS to consider these factors and develop a comprehensive and

holistic collection.

Resources Used

Asheim, Lester. “Not Censorship But Selection.” 2 March 2008.

<http://www.informatics.buffalo.edu/faculty.>

Dickinson, Gail. "Tough Choice: What Should I Do with the Sports Illustrated Swimsuit

Issue?" Knowledge Quest . 35.1 (September/October 2006): 44-45.

<http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume35/1

main.htm>