Seussville Literature Night (LSSL 5368)

Seussville Literature Night

Elementary School

Two Sessions Available 

PLANNING

The family literature night will be centered around Dr. Seuss and the Read Across America idea (linked below). The 2020 Dr. Seuss day is on Monday, March 2^nd, and should be held accordingly. Literature night will take lots of work and you will need multiple volunteers to get the job done. Explain to teachers, months in advance, what you want to do, why you want to do it, and how many teachers you will potentially need and the stations they could potentially be set up at.

Parents will need to RSVP, by age group, by a certain day and time to ensure a seat. Because you can never be sure how many will show, it is better to have a cut off limit before finding out you can’t accept families in the night of. When the RSVP list is full, send out weekly reminders until the event. I encourage you to send the RSVP list out a month in advance to give parents time to plan. The Friday before the event, send home handmade or computer printed Dr. Seuss invitations to the children attending, giving a personal touch and reminder. 

You, as the librarian, needs to choose one book that you want to focus on for the night. If time allows, have two separate literature night periods, one for K-2^nd grade and a later time for 3^rd-5^th graders. K-2^nd grade could be right after school and go on for an hour and a half while 3^rd-5^th goes on right after for one and a half to two hours.

Books that you could potentially read and complete activities on the night of literature night for younger students (k-2nd grade):

• ABC An Amazing Alphabet Book and completing a scavenger hunt around the library for preset out items that match the alphabet, all library themed. Example: “B” is for biography, “C” is for computer, and so forth and so on.

• One Fish two fish red fish blue fish and a counting exercise in cooperation with a family fun work out.

Books that you could potentially read and complete activities on the night of literature night for older students (3rd-5th grade):

• Oh, the Places You’ll Go! and have students discuss where they want to go in the future. Give small stations for typical answers (teacher, doctor, police man, etc.) and another table or two for unique answers. Next, have them draw their future career and speak with other students around them about why they want to be that. Have parents share about their jobs and get everyone involved! I have seen cute ideas (link below) where parents have significant adults in their child’s life sign the book over the years and give it to them after graduation. Mention that tidbit to your parents, allowing for a gift/idea that will continue through the years.

• Green Eggs and Ham and you can make different colors of slime to create a green eggs and ham fake dinner. If funds and volunteers are available, consider making actual green eggs and ham! Or, if funds are an issue, bring a recipe card on how to make green eggs and ham at home. Obviously only using food dye, this is still a fun idea to send home with kids to complete after all is said and done.

Have facts and photos of Dr. Seuss posted as well. Incorporate technology by using QR codes next to photos and link them to pertinent websites (look below for examples). For example: show a picture of Dr. Seuss as a child, scan the QR code, and have a short video, screencast, or other interactive site to give information on him. This is a great idea to use for time fillers and when people are first arriving. It gives both parent and child the opportunity to use technology together, view the library as a parent, and interact with one another and other families.

Have a few computers or tablets set up with the Seussville website (linked below) on the games section, the about the author section, and others, allowing students to jump from computer to computer or maneuver through the pages themselves.

Depending on what you read, or if you choose to have each teacher do something a little different, dress up as characters in the book and encourage parents and students to do so too! If someone comes without, allow them to visit a station and make something with one of the teachers. Example: red and white hat, thing one and two pin ons, etc.

PROMOTION

                The months leading up to March, spotlight an author in the library. Mention titles they have written, why you as a librarian chose them, read one of their books, whatever you can do to invite students to learn more and more about a new author each month. When the end of February comes around, begin doing the same thing for Dr. Seuss to allow students time to get a feel for his work. Dr. Seuss is a very well-known author, so it should not be an issue getting kids excited about the event. Have the library decorated with Seuss themed decorations, either student-made or printed by you.

PREPARATIONS & PROCEDURES

                Teacher/Parent Involvement: You will need eight to ten teacher volunteers to attend the family literature night. Parents also need to be at the event to attend. Each teacher will be in charge of making a poster to advertise on of Dr. Seuss’ books. All of this needs to be done at least a week or two before the event to ensure enough volunteers and posters. (3) While in the classroom, give teachers a few Dr. Seuss options to read aloud with students, including activities and lesson plans (linked below) to promote even more so. You want to make sure teachers are not reading the book that will be on literature night.

                Librarian Involvement: Set up decorations of Dr. Seuss books in the upcoming weeks and then change it to the teacher-made posters as the day comes closer. The Friday before (if used during the 2020 event), close the library early to begin the set up. Make room for rows of seating as well as small groups. Have a small speech prepared about Dr. Seuss and is involvement in education (linked below) and how he has changed reading over the years. Introduce the Theodor Seuss Geisel Award and a few other books of note.

                Night Of: Librarian greets guests, has them sign in, and gives out name tags. After guests are seated, introductions are made. Introduce the librarian, the idea of what is going on in more depth, give out a handout of QR codes that have the Dr. Seuss website (linked below), and talk about the book that is going to be read. Have teachers set up at stations to explain what is going on/available that evening. For example: QR stations, sign in stations, poster creation stations, other Dr. Seuss book stations, and so forth and so on. Read the chosen book as a whole and discuss afterwards. Depending on the age group and book chosen, your activities will revolve around that and should begin right after. The idea is to keep it interactive, fun, and energetic the entire night.

                If funds are available, (1) consider bringing in snacks and drinks to distribute to parents and students. Since this is an after school event, encourage everyone to eat beforehand, but have snacks and drinks as a back up. (2) Purchasing a book for each attendee and allowing them to keep a copy and take it home. If that is unavailable, encourage them to bring their own copy or purchase one so that they can continue the fun at home, rereading a new favorite. Look into discounts at book stores and offer that discount to parents to purchase the book beforehand or the night of, using those funds for any additional things you want to add in.

PAYOFF

                Parental involvement with their child. Since an adult/guardian/babysitter is required to be with them, no matter who it is, the student is able to bond with their additional attendee. Students at all ages need a bond with an adult to feel safe and secure.

Increased literacy with students via close read, using academic vocabulary and language, modeling reading, incorporation of music and songs, and collaboration between families. Students also learn about other authors in the months beforehand. Introduction of the Theodor Seuss Geisel Award, allowing students to find an array of books they may enjoy.

Introduction of QR codes and using them in the library to view Smore pages, screencasts, and other interactive webpages. Use of technology on tablets, computers, or cell phones in the library and that can be used later at home on their own time.

Books and ideas sent home with the student to continue the fun. Example: book itself, a recipe card, a game/activity, a list of websites, a list of other books by Dr. Seuss or on the Giesel award, etc.

RELATED WEBSITES

Read Across America: https://www.readacrossamerica.org/

Dr. Seuss Interactive Webpage: https://www.seussville.com/

Information on March 2^nd: https://www.daysoftheyear.com/days/dr-seuss-day/

Art of Dr. Seuss: https://www.drseussart.com/

Britannica Biography: https://www.britannica.com/biography/Dr-Seuss

Additional Interactive Webpage: https://www.seussinspringfield.org/

Changing America/New Yorker Article: https://www.newyorker.com/books/under-review/how-dr-seuss-found-himself-at-the-forefront-of-a-debate-over-education-in-america

Theodor Seuss Geisel Award: http://www.ala.org/alsc/awardsgrants/bookmedia/geiselaward

Graduation Gift/Oh! the Places You’ll Go: https://www.mamacheaps.com/every-year-have-your-childs-teachers-sign-the-book-oh-the-places-youll-go-by-dr-seuss-give-it-as-a-high-school-graduation-gift/

Multiple Day Projects in the Library (LSSL 5368)

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.

1. https://www.readbrightly.com/get-know-your-library-a-scavenger-hunt-kids/

2. https://www.freekidscrafts.com/printable-library-scavenger-hunt/

3. https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/library-scavenger-hunt.html

4. and 5. These two go hand in hand together: one and two

(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

7. https://www.123homeschool4me.com/free-library-scavenger-hun/

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://prezi.com/mgnlrflkw3ix/percy-jackson-the-olympians-the-lightning-thief-presentation/ 

o   https://prezi.com/lsyemn5bn4yf/percy-jackson-the-olympians-book-talk-presentation/

o   https://www.haikudeck.com/percy-jackson-presentation-education-presentation-kyfFtxKCh2#slide9 (holds very basic information using photos of characters from the movies)

o   https://www.slideshare.net/kkriner72/percy-jackson-and-the-olympians-the-lightning-thief

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)

o   https://www.natgeokids.com/za/discover/history/greece/greek-gods/

·         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 21^st 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

(1) http://rickriordan.com/book/percy-jacksons-greek-gods/

(2) http://rickriordan.com/resource_type/school-project-ideas/

(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

(4) https://riordan.fandom.com/wiki/Family_Tree

(5) https://www.wattpad.com/416829724-the-percy-jackson-family-tree-the-immortal-tree

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.