Howse

Strategic Reading – Media Center Lesson

School and Resources

Mt. Hebron High School is known for its academic, athletics, and performing arts achievements. This school has a population of
about 1,567 students according to HCPSS statistics. The principal is Joelle Miller and, under her direction, the school has been
focusing on cultural proficiency and community. In the media center, we house digital learning students, run the TV production
class, and support the school regarding physical resources and technology.

Technology: Computer, projector, internet access

Objectives

Students will be able to explore the media center resources

 AASL Standards for 21st Century Learner – Explore: create and share

Students will be able to select appropriate materials for independent reading

 AASL Standards for 21st Century Learner – Grow: curate and engage

Learning Goal

This lesson is two Strategic Reading sections on 11/8

 Period 3 – 10 Students
 Period 6 – 10 Students

The learning goal is that students explore and choose relevant, current reading materials within media center. Through a series of
book talks and videos, these students will hear about some high interest resources that are appropriate for their reading level. After
the presentation of some materials, students will have time to explore these texts or look for their own. Finally, students will spend
about 10 to 15 minutes reading their selection.

Assessment Plan

Informal pre-assessment: Observe one Reading Strategies class and determine books based on their interests and reading levels.

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 See Appendix A

Formative assessment: Students will write 2-3 books that they want to checkout.

Instructional Procedures
[Preassessment: 10/30 I observed one of the Reading Strategies classes to ensure I was selecting material appropriate for age and
interest]

Students will enter the media center and sit at the tables
Introduce today’s objectives and the connection to my observation
 “So last week, I came and observed your class…”
 “This week, I’m going to introduce you to some awesome books! I’ll do a mini book talk for some, and we will watch
trailers/videos for others”

Introduction
 On their notecard, students will write a few words describing what they like to read about
o Sports, magic, civil rights, teenagers, animals

Book Talks
 I have designed two sets of book talks so that I have the necessary books for the second class
 Book talk notes in Appendix B (3rd period) and Appendix C (6th period)
 Formative Assessment: Notecard [During book talk]
o Write 2 or 3 different books you’d be interested in reading

Book Selection
 Students will get to look at the books (some booktalked, some not)
 Students may also explore the other resources in the Media Center

Closure (10-15 min to the end of class)

 Each student will have selected one book
 They will spend the last 10-15 minutes reading
 IF they selected a book that they are not liking, THEN they may get up and switch it out for another book on the table.
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Universal Design for Learning and Differentiation

Multiple Means of Representation

 Guideline 1 – Perception: Customized lesson based on my observation. I incorporated a large variety of their interests
through the book selections.
 Guideline 2 – Language & Symbols: These materials provide opportunities for improving vocabulary skills at a high interest
level (HL books).

Multiple Means of Action and Expression

 Guideline 4 – Physical Action: Students get to interact with materials throughout the lesson.
 Guideline 5 – Expression & Communication: Students express their interests on their notecard.

Multiple Means of Engagement

 Guideline 7 – Recruiting Interest: The activities spark student interest in the media center through relevant reading materials.
 Guideline 9 – Self-Regulation: Students are able to choose from preselected materials or the whole media center.

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Appendix A
Observation: Reading
Scholastic magazines, Wizardry, HL Chapter books
 We beat the street – Student said he likes it because someone “made it out”
 Slam
 Outsiders
 Crossover (too hard she said?)
 Jayson Reynolds, Kwame Alexander
 Rebound, All American boys, Refugee, Swing Kwame Alexander
 I survived
 Hero

1st 10 minutes of every class: reading

Ms. Aubin: Discusses the books with them. Gives them opportunities to debrief with her.
Students don’t really goof off.
They will sit quietly and avoid reading.
 “So, what’s your sister’s name”
 “I’m done” “No you read the entire time.” “I’ll read the next chapter”

Students [Names removed]

 [Student a]: needs a little more motivation, but good reader. Currently reading We Beat the Street. Has difficulty listening during class.
o Most excited about the book talks
 [Student b]: good reader, likes articles, reads aloud well
 [Student c]: speaking skills, loves wizardry and magic/dragon books.
 [Student d]: will sit without working until you notice.
 [Student e]: analyzing worksheet, will sit without reading for a long time
 [Student f]: loves football, good reader, reads aloud well
 [Student g]: Missed instruction, left class for a while. Does seem to do well once he gets going
 [Student h]: Talked a while with Ms. Aubin

Currently reading: Mud, Blood, and Poisoned Gas – Scholastic magazine

 Sticky: statement, then a question or reaction
Love book talks, cliff hangers!

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Appendix B
Payback Time - Carl Deuker (Related Text: Stupid Fast)
 Mitch learns he’s assigned sports reporter for the school paper. Not quite athletic, more interested in writing
 However, he starts to learn about a high school conspiracy, in that star player is never allowed to play. He’s trying to hide himself, and the
coach supports hiding this top player (who should be QB)
 With the threat of old gangs and the hopes of a state championship, will Mitch ruin Angel’s chances at a safe high school football career
with his reporting?

Dear Martin - Nic Stone

 Justyce is a young man trying to help his girlfriend and he ends up in handcuffs
 inequality in the educational systems, as Jus is applying to colleges
 About a young man who is harassed by police and reflects on this treatment through journaling letters to Dr. Martin Luther King Jr.

Boy in the Black Suit - Jason Reynolds (Related Text: Harlem Hustle)
 17-year-old boy, Mother deceased, father drunk
 A funeral home director takes him under his wing
 He meets a girl named love and they understand each other, but when the secrets of their mothers’ deaths start to align, we’ll have to see if
their newly found bond counts.
https://www.youtube.com/watch?v=WLUysny8JZY 0:49-3:27

Darius & Twig - Walter Dean Myers (Related Text: Rucker Park Setup)
 Darius lives in a struggling single-parent home
 He’s a talented writer but doesn’t have the best grades
 Twig is a runner, incredibly fast
 The two are teetering on the edge, in a community filled with fights, gang violence, alcoholism, and gun violence.
 Will these two be able to become successful and fulfill their dreams? Will they succumb to the community?

After Tupac and D Foster - Jacqueline Woodson

 This is set in the 90s in queens, the narrator and her two best friends coming to terms with the arrest/death of Tupac.
 This is a great story about the spread of Hip-hop and the way names like Tupac influenced music and society.

Show and Prove - Sofia Quintero

 Two best friends; bounces back and forth between their points of view
 0:00 – 2:36 https://www.youtube.com/watch?v=1TWZWSv9N2M

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Appendix C
Payback Time - Carl Deuker (Related Text: Stupid Fast)
 Mitch learns he’s assigned sports reporter for the school paper. Not quite athletic, more interested in writing
 However, he starts to learn about a high school conspiracy, in that star player is never allowed to play. He’s trying to hide himself, and the
coach supports hiding this top player (who should be QB)
 With the looming threat of old gangs and the hopes of a state championship, will Mitch ruin Angel’s chances at a safe high school football
career with his reporting?

Dopesick - Walter Dean Myers

 A boy, surrounded by gun violence, who makes a big mistake and has to deal with the consequences.
 0:00 - 1:41 https://www.youtube.com/watch?v=N6R-RuFHQGY

Black and White - Paul Volponi (Related Text: Rucker Park Setup)
 Marcus and Eddie (nicknamed Black and White because of their skin color)
 Best friends who need money for basketball, so they start robbing people
 Eddie (white) shoots someone during a stickup
 The repercussions or consequences of actions and the effect of race in our urban criminal justice systems

After Tupac and D Foster - Jacqueline Woodson

 This is set in the 90s in queens, the narrator and her two best friends coming to terms with the arrest/death of Tupac.
 This is a great story about the spread of Hip-hop and the way names like Tupac influenced music and society.

Enrique’s Journey - Sonia Nazario (Related Text: The Living)

 A story about a boy on a journey to reunite with his mother
 His trip from Honduras to California
 https://www.youtube.com/watch?v=5xm551fH3kk

Miles Morales: Spider-Man - Jason Reynolds

 Miles is trying to balance school, home life, and his super powers.
 But, his spidey-senses start freaking out and he becomes haunted by nightmares.
 https://www.youtube.com/watch?v=XpEqN8yDW8s