Multiple Days #1
Scavenger Hunt
Planning
Depending
on your age group, you will need to create/find a scavenger hunt that is
catered to your specific library and grade level that is participating in the
hunt. I will focus on elementary and middle school for this
lesson. Because we are focusing on adding digital technology into the library,
you will need to obtain iPads with working cameras.
Don’t
recreate the wheel! There are so many different scavenger hunts for a librarian
on the internet that you do not have to create your own, if you do not want to.
You can choose bits and pieces of different hunts from different websites,
combining them into your own special hunt. Teachers Pay Teachers is a
great resource for premade templates with cute designs. Accounts are free and
you can choose age groups, pricing preference, and favorite them to your
dashboard.
Below are a few websites to check
out for ideas that have premade scavenger hunts at your fingertips:
Elementary School & Middle School: Adjust for age
appropriateness, but use as examples.
3. https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/library-scavenger-hunt.html
(https://www.educationworld.com/a_lesson/02/lp261-05.shtml)
(https://www.educationworld.com/a_lesson/02/lp261-05.shtml)
6. While it may be a high school,
many of the questions can be adjusted for age appropriateness: https://www.garfieldhs.org/apps/news/article/48294
Promotion
Elementary:
Large, fun signs in the library with a “hunting” theme for elementary would be
a fun way to get kids excited. Possibly bring props in: hats, stuffed animals
around the “jungle”, and play jungle music. As the librarian, pretend you are
on the prowl for the winner. The first group to finish receives a special
jungle bookmark. At the very end, have each group take a selfie/have their
photo taken to hang on the wall of famous scavengers.
Middle:
As a middle school teacher, these guys and gals can be a bit trickier when it
comes to getting them engaged. So, with them, I would suggest making it more of
a competition or challenge than just a plain jane scavenger hunt. The prizes
can be something very simple/cheap, but it makes the students get involved when
they know there is an outcome other than a worksheet or selfie. With that being
said, one could use the app Goose Hunt instead of a selfie. The app is more
engaging, and I have personally used it, during professional development, and
had a blast! The app allows for points to be earned depending on the answer,
the speed of which it was answered, and if pictures are included.
Preparations/Procedures
Day One (Explanation): This goes for
elementary and middle school students.
Show a PowerPoint/Prezi/interactive technology
based informative lesson on the basics of the library. This can be done
simultaneously with technology and you walking around and pointing. Be sure to
have proper photographs/media on the screen for students who cannot see the
computer up close.
· Show students where sections of the books are,
the separation of authors/genres, show where the magazines/encyclopedias/other
informational guides are, computer location, computer login process, how to reserve
a book online, how to check out a book, how to recheck a book, how to return a
book, where the free bookmarks are, and what/where to go when you are done
checking a book out.
Post said video on the library website. I
encourage you to use a screen caster app to add as background noise for
students and parents. A screen caster app allows you to navigate a
webpage/computer screen, all while recording your voice, showing a systematic
process of your lesson.
Day Two (Scavenger Hunt): Elementary
students; paper/pencil based; easy to make questions and/or task cards on the
computer
When students enter, put them into groups or
have a list of pre-made groups from the teacher. Give each group an iPad and a
set of task cards/list of questions. At each station, after completing the
given task, have them take a photo with the “answer”.
Choose to have premade task cards in a Ziploc
bag or printed off sheets connected to clipboards and pens for students to
answer the questions on. Both should be color coded in some way, leaving the
students with an idea of where things are, even after the game. For example,
try to title the fiction section in a green color and the corresponding task
cards/questions are written in green.
Set a timer for enough time to complete the activity
but with still enough time to regroup, turn in the iPads, state the winner(s),
and answer any questions. Most libraries have a class for an average of 20-30
minutes, so keep in mind how many questions you choose to put. I would leave
5-7 minutes for introduction of the groups and iPad distribution, 2 minutes for
students to open the camera app and retrieve a Ziploc bag of task cards/paper
on a clipboard, 10 minutes for the scavenger hunt, and 6 minutes for the wind
down portion, totaling to 25 minutes. Depending on your specific library times,
make proper adjustments.
Day Two (Scavenger Hunt): Middle school
students; app based; will need to type in questions to the hunt on the app;
takes more time than paper but the game itself is more appealing to students
Very similar to the elementary students but with
a few tweaks. Grouping techniques can be done either by the librarian or by the
teacher. At this age, I would request that the teacher create the groups for me
because it is still early enough in the year that you, as a librarian, have not
seen each personality blossom quite yet.
Once partnered up into groups, each group will
receive an iPad and will be required to log into the app. Students will need to
make a team name and take a group selfie for their information to show up.
After that, introduce the students to the app
and give them a minute or two to look through the questions and what they will
be doing. This won’t take long, as the app is very user friendly.
Set a timer for enough time to complete the
activity but with still enough time to regroup, turn in the iPads, state the
winner, and answer any questions. Most libraries have a class for an average of
20-30 minutes, so keep in mind how many questions you choose to put. I would
leave 5-7 minutes for introduction of the groups and app, 2 minutes for app
reviewing by the student groups, 15 minutes for the scavenger hunt, and 6
minutes for the wind down portion, totaling to 30 minutes. Depending on your
specific library times, make proper adjustments.
Each question for the scavenger hunt is
preloaded into the app and is answered in typed words, pictures, or both. Each
answer receives a certain amount of points, and you will need to explain that
to the students beforehand. Again, the app allows points to be earned depending
on the answer, the speed of which it was answered, and if pictures are
included. So, during the entire scavenger hunt, keep a running total of the
points on the board, adding in on the challenge. This also makes it so that you
do not have to keep score or have anyone feel like you chose a winner.
Day Three (Review): This goes for
elementary and middle school students.
After the media introduction and the scavenger
hunt, review with students in the beginning of their visit on the basics once
more. Repetition never hurt anyone, and the faster students get the information
locked into their brains, the easier it will be for you and the teacher.
Answer any questions or concerns from students.
Payoff
All
students are working in student led groups with technology, all while exploring
the library and the needs to know. In the end, they should feel comfortable
about the library, where books are, and how to do minor procedures: check out a
book, get a bookmark, log onto a computer to reserve a book, etc.
All
students are introduced to the proper library protocol for entering, checking
out a book, and returning a book. This should make the library process easy
each time a class comes in because it was reviewed on three separate occasions.
Middle
school students are introduced to a new app: Goose Hunt and are able to use
technology in a setting that technology is not used as much in.
Multiple Day #2
Percy Jackson and the Olympians: The Lightning Thief
(can also incorporate the entire series, 5 books)
by Rick Riordan
Planning
·
***I chose this book because it is a part of my district’s summer
reading program, the book has a heavy following, the movie has been promoted
and watched by many, and it is a great introduction to mythology.
·
Allow students who want to participate time to read the book,
possibly one to two weeks depending on the time of the year and the curriculum
at hand.
·
Offer any grade level & ELA teacher the chance to participate.
·
Create a set of instructions/rules with fellow ELA teachers to
have one solid rubric to grade from.
Promotion
·
Type up the instructions/rules of the assignment: post it to the
library webpage, hand out to teachers, have copies in the library, and post
information around the school.
·
Offer Percy Jackson and the
Olympians: The Lightning Thief book read-alouds during morning tutorials,
lunches, and after school book reads/tutorials.
·
At the end of the activity, offer a watch party in the library.
Have a few students discuss the god they chose and their importance to the
book/movie beforehand. This will help anyone who did not participate but wanted
to come to the watch party, or anyone who may still be confused on the lineage.
·
Make a digital presentation over the book. Use Riordan’s website
to guide you in the process (#7 under “bits to ponder”). Or, don’t reinvent the
wheel and find a premade one to use. Try the following student made digital
platforms below if you need additional help/inspiration:
o
https://www.haikudeck.com/percy-jackson-presentation-education-presentation-kyfFtxKCh2#slide9 (holds very
basic information using photos of characters from the movies)
o
You could also consider making a short video! Any students that
have read the book can collaborate with you to create one.
·
If allowed, have teachers offer this as extra credit or the chance
to replace a grade.
Preparations
·
Make a list of all of the gods (The Olympians: council of ancient Greek
and Roman deities) within the book: Zeus, Poseidon, Here, Athena, Ares, Apollo,
Artemis, Demeter, Hephaestus, Aphrodite, Hermes, and Hestia. These are the gods
that students will choose from to research.
·
After the list is complete, post the names and a chart to show how
many students chose each god, not allowing too many to choose one and have
another left behind. Possibly assign certain gods to certain teachers/grade
levels to keep it equal.
·
Post a family tree/lineage to show how they all fit together.
o
You can get super detailed with this list: #4 under “important
links/information” or keep it a bit more simple (my recommendation because you
can highlight the characters, but still see where & who they came from)
with this list: #5 under “important links/information”.
o
Possibly post a quick sentence as to what each god is capable of
to interest students who are unaware of some of the lesser known gods.
·
Prepare copies of the book, offering any of the five in the series
(the gods transfer over), including the illustrated version (information under
#6 in “extra bits to ponder”).
o
Be sure to show students other ways to access the book using
digital technology. Include links to Audible, other audio books, Kindle, etc.
Procedures
·
Give each teacher/grade level a certain god if you want to keep it
equal. If not, have students sign up for a god on your poster you made ahead of
time. You want students to feel like they have a choice on what interests them.
·
Give students information on where to retrieve information on
their research project. Potentially host an additional tutorial session on how
to use the library search page (for newer/younger students) or create a
Screencast to have ready for potential ongoing questions.
·
Allow students to submit their research projects in any form they
would like. Give ideas: poster boards, Prezi, PowerPoint, Screencast, essay,
visual representations, etc., but allow them to be as creative as they want.
·
Show examples of what could be submitted and/or worked with:
o
https://www.pinterest.com/jdrum/greek-mythology-percy-jackson/ (Pinterest
graphics)
o
https://www.pinterest.com/cameronsamantha/percy-jackson-and-greek-mythology/ (Pinterest
ideas and lesson ideas)
o
https://www.childresearch.net/projects/youth/yrp/2010_09.html (Essay
example)
·
Allow two weeks for the project to be worked on, allowing early
turn ins. As the projects come in, hang, post, or show off what was done.
Payoff
·
Students learn about a new author (R. Riordan, author of seven
sequels with over five books a sequel) , a book turned movie (integration into
the 21st century), introduction to mythology (high school text book,
The Odyssey, and the middle school
poems and text book portions), and further individual interest in all of the
above.
·
Hang, post, promote any project that was turned in. After a few
weeks, return the tangible projects to students to keep as a memory or for
further investigation into mythology.
·
Students can compare & contrast the book to the movie in a
fun, engaging, and large-group way, as opposed to a smaller classroom setting
with individuals who may not necessarily be interested in the story.
Important
Links/Information
Rick Riordan Website information
(3)
https://www.teacherspayteachers.com/Browse/Search:percy%20jackson%20greek%20gods (A few
freebies to look into, depending how in depth you want to go with the
assignment; also some to pay for, if you are willing)
Family Trees
Extra Bits to Ponder
(6)
https://www.barnesandnoble.com/w/the-lightning-thief-rick-riordan/1127173622#/ (Potentially
have one to two copies of the illustrated version for students who want to
participate but may not be on the same level as others)
(7)
https://www.readriordan.com/series/percy-jackson-and-the-olympians/ (Book
synopsis, places to purchase the book, and other information).
Multiple Day #3
Ghosts
By Raina Telgemeier
Planning
Allow
students who want to participate time to read the book, possibly one to two
weeks depending on the time of the year and the curriculum at hand. The final
due date is the week before Halloween starts, in order to show off the work in
time.
Offer
any grade level the chance to participate. Examples- Younger
students/elementary: drawing/coloring pages, painting, etc., Middle school
students: literary calavera, decorative sugar skull, torn paper, full skeleton
as opposed to just a head, etc., High school students: same as above but with
more parameters.
Create
a set of instructions/rules with fellow ELA teachers to have one solid rubric
to grade from and type up the instructions/rules of the assignment: post it to
the library webpage, hand out to teachers, have copies in the library, and post
information around the school.Examples- Poems: easy to make rubric, Drawings:
great for little ones when working on motor skills, coloring in the lines,
etc., Decorations: does it match the theme, have students write why they chose
that specific design, etc.
Research
information on dia de los muertos./day of the dead.
Introduce
the book Ghosts by Raina Telgemeier,
showing a trailer (https://www.youtube.com/watch?v=P6f6wFWmAEU) that can be
found easily when Googled. Discuss the Mexican holiday of dia de los muertos
and its significance. Since this is a graphic novel, you don’t have to go into
too much detail on the specifics of looks of things, but the meaning should be
reviewed.
Promotion
Ghosts book
read-alouds during morning tutorials, lunches, and after school book
reads/tutorials.
Make
a digital presentation over the book. Use Telgemeier’s website or Youtube to
guide you in the process. Or, don’t reinvent the wheel and find a premade one
to use.
If
allowed, have teachers offer this as extra credit or the chance to replace a
grade.
Create
a few posters of a sugar skull with a previously written literary calavera and
post them around the school. Write them in both English and Spanish.
Preparations
Collect/purchase/create
plain, non-decorated sugar skulls.
If
the budget is good, try to go for a version where students can actually create
a sugar skull (like this one: https://www.amazon.com/Sugar-Skull-Makes-Decorative-Skull/dp/B00NC6URV6 or this one:
https://www.etsy.com/market/edible_sugar_skulls). The more
hands on, the more fun! If it is edible, purchase icing and sprinkles to
decorate, and if it is non-edible, purchase pens, markers, paint, or whatever
medium you want them to use. The more ideas the merrier.
If
the budget is scarce, consider printing out premade sugar skulls to decorate.
Students also have the choice to draw their own sugar skull (https://www.deepspacesparkle.com/how-to-draw-a-sugar-skull/).
Procedures
Have
students read Ghosts and check with you after completion. Write their name down
along with giving them a special pass for a week’s worth of time to spend in
the library for creation, if they choose to do so at school rather than at
home.
Give
links and information over dia de los muertos (like this one: https://www.nationalgeographic.com/travel/destinations/north-america/mexico/top-ten-day-of-dead-mexico/ or this one:
https://www.mexicansugarskull.com/teach-about-day-of-the-dead-ensenar-a-dia-de-los-muertos/) and have a
print out of the key features of the holiday.
*For
middle school and high school students*
Introduce
the idea of “literary calaveras” (see below). Students who
choose to do this will write the poem and decorate the paper in some way.
(Calavera means “skull.” But during the late 18th and
early 19th centuries, calavera was used to describe short, humorous poems,
which were often sarcastic tombstone epitaphs published in newspapers that
poked fun at the living. These literary calaveras eventually became a popular
part of Día de los Muertos celebrations. Today the practice is alive and well.
You’ll find these clever, biting poems in print, read aloud, and broadcast on
television and radio programs.)
For students who choose to do a drawing or creation, have them
write a brief paragraph on why they chose the colors/decorations/placement of
such on the skull.
Allow students to come in the morning, lunch, or after school
tutorials during a designated week to work on their sugar skulls, whether it be
a drawing or a creation of a tangible one.
Payoff
Learn
about another culture and holiday, items to take home and share. Creativity is
recommended, so the ideas are endless for what one will create. Put on display
in the library before sending them home.
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