1.2 The media coordinator works and collaboratively plans with teachers to use appropriate resources that address curricular needs.
1. Request from Occupational Prep Teacher for media center to teach basic computer skills. Clicking on image will enlarge
2.Copyright lesson I taught this lesson on Copy Right to Ms. Smith's class.
Amy Irving
Lesson on Copyright
Background to Question Model
NCSCOS1.04 Recognize and discuss how Copyright Laws protect ownership of intellectual property and identify and discuss consequences of misuse. (This lesson will be taught to 11th and 12th graders in an Oc Prep class, but they are low level. This was the skill my site supervisor wanted me to teach.)
Curriculum Topic:
Copyright Laws
Sub Topics:
Protection of intellectual property
Consequences of misuse of intellectual property
Fair Use
Information Literacy Skill: Students will define an issue and ask good, meaningful questions. The students will learn the difference between recall, comprehension and synthesis questions. They will form their own questions about the protection of intellectual property and consequences of misuse.
Lesson:
Step One of Background Model: Curriculum Model and Objectives:
COMPUTER SKILLS NCSCOS1.04 Recognize and discuss how Copyright Laws protect ownership of intellectual property and identify and discuss consequences of misuse. They also will come away with the understanding of fair use.
Information Literacy Skill: Defining an issue and asking good, meaningful questions. The students will learn the difference between recall, comprehension and synthesis questions. They will form their own questions about the protection of intellectual property and consequences of misuse.
Background Building Activity:
Setting Objectives and providing feedback: Students will be told that they would be learning about copyright laws, and asked to brainstorm what they know about copyright. I will then give the KWL and ask them what they want to know. (I am hoping they can explore a personal interest) Feedback will be employed throughout the lesson i.e. I will provide correct answers to movie questions, correct answers to which type of questions the movie questions are, and will provide feedback on the strength of their research questions.
Cues/Questions: Students will be given a KWL(non-linguistic representation) chart and be asked to write down what they know and what they want to know about copyright laws. They will be asked to write what they want to know in the form of a question. There will also be a yes-no, recall, comprehension, and synthesis question for them to answer while they are watching a film and then reading about copyright.
Connect Old and New Learning:
Students will be shown a Disney Parody (A Fair(y) Use Tale) on copyright laws, and then be asked to read a short article containing an analogy on copyright laws. They will be asked 2 questions about copyright. Is copyright stealing and if so, is it a victimless crime? What comparisons can you make from the analogy of the underwear theft to theft of a copyright protected creation?
Students will think/pair/share in a cooperative discussion on these 2 questions. They will also be asked to develop one question of their own on copyright. Based on the questions the students develop, the teacher will transition into instructing the students on the different kinds of questions and how they can develop their copyright questions into a research topic to learn more about what they are interested in dealing with the subject.
Build a Question:
Activity: Students will be given Question Sheet (Index A) and take the questions that they answered during the film to categorize them into a recall, comprehension or synthesis question. They will work with their partners again, and then as a class will match question to question type. They will then look at their answers to these questions, and asked which question would make the best research question.
Students will then be instructed to take the ‘what do I want to learn’ part of their KWL’s to develop into possible questions for research. They will write a question on a topic of interest to them dealing with copyright issues. They will share their questions with the class. We will evaluate together what type of question they are asking and the strength of it for a research project.
After they have developed their questions they will then reflect on what they have learned about copyright in the ‘learned’ section of the KWL.
Plan a Project:
(For the purposes of this lesson, the students will not continue in the research process unless the teacher wants them to do so.) If I were continuing this lesson, I would teach them how to select resources to start answering their question (topic.)
Homework: Students will write one synthesis question to bring to class the next time. This question will be used to connect with what they learned this lesson and to start them on the next part of the research process where they begin to gather resources. They will also take a quiz online to practice their basic knowledge of copyright laws.
3. Student Assignment on Copyright. Ms. Perry and I worked together with Ms. Smith to present this lesson. Ms. Smith was very pleased with the lesson, and students understood the material presented.
Link to Disney copyright video shown to students.
Movie Questions:
How many years is an item copyright protected?
What are three items that are protected under copyright laws?
Is downloading a copyright protected movie to watch at home considered illegal under fairuse guidelines?
What would happen if there were no copyright laws to protect people’s work?
4. Generic Student Work from a lesson on making a flyer in Word.
Ms. Perry taught Ms. Smith's class a lesson on the basic uses of Microsoft Word. I helped some of the students in that class with flyers they were making. We taught them how to identify word processing terms, and how to use a word processing program to create, edit, save, and print a document. This is a representation of what we were helping them create. The name and personal information has been changed.
1.4 The media coordinator instructs students and staff in the effective use of the media center and its resources.
1. This map was created for new students to have an idea of the layout of the media center.
2. Booktalking Session: This booktalking session was given on books in the media center. This is a sample of two of the talks.
“I Am In Control of My Life, Really I Am”
By Amy Irving
Introduction: I’m Amy Irving, and I am going to present to you a series of book talks dealing with the theme of control. The first two talks are in first person, the third I will read an excerpt from the book, the fourth I will describe the plot of the book, the fifth is also a description of the plot, and the last I will read an excerpt from the book. Hopefully this will spark your personal interest in one if not several of these books dealing with control issues.
Theme Introduction: All of us have control issues right down to what we are going to wear, eat and say. Some control issues are more complex such as religion, health, and difficult social situations. All of us struggle to find our place in this world, and to be able to have control over what matters most to us. As young adults you are confronting these big issues for the first time, and so I chose books that dealt with some issues you may be facing right now. I hope you can identify with the characters as they work through how to control/overcome events in their lives.
(First Person) Issues on what to wear
Imagine your first day of school. How did you feel? Did you prepare as thoroughly as Bloom in Freak Show by James St. James?
1 Freak Show by James St. James
Hi, my name is Bloom, and I am fabulous! Being fabulous is hard work, but I am truly that…FABULOUS with a capital F. I love it when the hair, makeup and the glittering ensemble that is called a dress comes together to make me look positively divine! And Divine is what I will need to look to pull off my first day at my new high school! You see I came from Connecticut where I was living with my mother. She had ‘absolutely’ enough of me and so she shunted me off to live in the crocodile infested paradise (NOT!) that is the place my father lives in. FLORIDA of all places! Republicans and ugly people! How could anyone possibly have enough of moi to make me move here to this god-forsaken place? And how could my mother possibly hate my policy on glittering fake lashes..the longer the better??? Now, what to wear, what to wear…I can’t look fat my first day, and oh that skirt simply won’t do…Oh, I do think that the pirate look is perfect for my first day..I won’t break out my tiara and cape just yet!
Flossie, the maid, drops me off at school. Oh Lord all these people look the same, and I see that there is no clubs for diverse individuals such as myself. I will have to change that this year! I am really rocking it in my pirate outfit. I stroll right into biology with a bright smile on my face. Divine, divine that is what I thought I looked like my first day…until I didn’t..’Hi, How are you? That shirt looks to die for on you! You look great darling. Who on earth told you that looked good? Take it off! We are going to rock this biology class together!’ I look around and see that they all look perfect, and they are all perfectly glaring at me! Why are they glaring at me? Is it because I am new? I was just trying to introduce my new fabulous And who is that positively wonderfully looking man in the back, I wonder as the first spitball hits me in the back of the head…..is this all happening to me because I am a truly fabulous guy?
Billy Bloom loves his clothes just like any girlie ‘girl’ would, and he will do whatever it takes to be accepted into his new school on his terms. Watch out Eisenhower Academy, here comes the fabulous Billy Bloom!
Transition: Now while Billy Bloom tries his best to either get kicked out of school or be allowed to be exactly who he is, Iggy in this next book would give anything to be the kind of kid adults weren’t constantly kicking out of school..
2 Saint Iggy by K.L. Going (First Person) Issues with poverty
Everything in his life, from his parents’ drug problems to his life in the projects keeps Iggy out of school. What can he do to stay in school and make his life better? Let’s look on his FaceBook page to learn more about his life plans because he is not known for talking nicely to strangers.
Iggy’s stats on FaceBook:
School/Smarts: Third year freshman in high school (well, I just got kicked out for no good reason) I was born addicted to drugs, so I’m not that smart. Nobody listens to me.
Family: My dad’s a druggie, and I can’t get rid of his dealer, Freddie. I see him more than dad. (Maybe I could tell him I got kicked out of school.) I see my mom less than my dad. She’s usually ‘visiting’ someone somewhere else.
Home: The projects, but don’t call us.. we ain’t got a phone. We’ll call you if we can.
BFF:
Mo, when he’s not high on life…or something else..
Favorite Quotes: My principal: "Do something that contributes to the world."
Plans:
1) make a plan
2) get out of the projects
3) do something with my life
4) change everyone's mind about me
5) get back into school
Transition: Will Iggy do something with his life or contribute to the world? Will he go back to school? Will he be able to take control of the issues in his life that seem to drag him down, including the poverty he lives in? What if poverty wasn’t an issue? Would life be under control for Iggy? The next book tells the story of Lia, and shows us that even with wealthy parents, sometimes we still feel a desperate need to control something, anything in our lives…even if that control might kill us…(Talk continues to Wintergirls)
3. Book talk Handout given to the students. 10 additional print and non-print resources were listed on the handout.
Picture of handout graphics:
ANNOTATED LIST OF BOOKS USED in order presented:
Freak Show by James St. James. New York
Billy Bloom loves his clothes, and he will do whatever it takes to be accepted into his new school on his terms.
Saint Iggy by K.L. Going. Orlando
Everything in his life, from his parents’ drug problems to his life in the projects keeps Iggy out of school. What can he do to stay in school and make his life better?
Wintergirls by Laurie Halse Anderson. New York
Lia has to make peace with her friend’s death while struggling with her own eating disorder.
The Knights of Hill Country by Tim Tharp. New York
Hampton Green realizes in his senior year that he might have more to offer the world than just football. He will struggle with friends and relationships in his quest to discover who he is.
Converting Kate by Beckie Weinheimer. Penguin Group, Inc, 2009.
Kate and her mom move to Maine
a brief chapter in my impossible life. by Dana Reinhardt. New York
Simone discovers a shocking secret about her mom and dad that causes her to question everything she believes in even to the point that she wonders who she is and questions everything about herself.
ADDITIONAL non-print resources:
Alice Hoffman. (2010).The official Alice Hoffman Website. Retrieved April 6, from http://www.alicehoffman.com/hoffman-books.htm.
Alice Hoffman’s website is a colorful introduction to her other young adult novels. Her books contain themes of control, and her book Aquamarine was made into a movie.
Bend it Like Beckham. Twentieth Century Fox Home Entertainment. DVD. 112 min.
Jess loves to play football (soccer) but her orthodox father wants her to cook and make a good match for a young man. She is determined to break the mold, but will her parents ruin her dreams?
Laurie Halse Anderson. (2010). Laurie Halse Anderson Website. Retrieved April 6, from http://www.writerlady.com/.
Laurie Halse Anderson writes many young adult books centered around the issue of control. Check out Speak where you will find Melinda who is too scared to talk..or Twisted…Can Tyler find the man inside?
Mean Girls. Paramount Pictures. DVD. 97 min.
Cady came from Africa to attend high school in the US
Teen Voices Magazine. (October 2009) Megan Craysord Nobles: Raising Awareness of Eating Disorders. Teens Voices Magazine October issue retrieved April 6 from http://www.teenvoices.com/activism/megan- craysord-noble/.
Teen Voices Magazine is a great resource for those who want to read about other teens as they struggle with worthwhile causes and issues. The article I chose for this handout deals is a report about a young woman who devotes her time to raising awareness about eating disorders.
4. I introduced students in Ms. Smith's class to a website for copyright information and a quiz to test knowledge. Some of these students did not know what copyright is, and this will help them with research citations.
1.6 The media coordinator advocates and promotes reading and life-long learning motivational activities.
1. I went to the Battle of the Books for Carteret County. Julie Perry was one of the judges.
2. I read Wintergirls by Laurie Halse Anderson. It is a book about teenage anorexia, and it is an ALA 2010 YA best book. I am talking about it with the students and donating a copy of the book to the library.
3. Display of books for book talking session. Only seven students will participate in the book talking session, but I made a library display of the books to pique interest.
4. Life long learning motivational activities: Assignment teaching the beginning steps of a research model: Background to a question. The students learned what different types of questions there are and learned how to write their own. I had them think of something they wanted to research in their own life, and then develop different types of questions to lead them in their research. One of the students wanted to use this research process to learn more about how to open a dress shop.
Name______________________ Class_____________________
Developing Your Question
What is going to be your research question? There are several types of questions, some better suited to research projects than others.
Yes/No Questions: These questions have a simple positive or negative response.
Inch Questions: Can be answered with a single word or phrase.
Yard Questions: Can be answered with a sentence or short, definite response.
Mile Questions: Can have several answers, opposite sides that need to be considered. These types of questions usually work best for research projects.
Now apply this to your research project. Write your topic here.
Now apply this to your research project. Write your topic here.
