School Wide Media Program

Students will design a school wide media program based on one theme that addresses all levels, subject areas,
and special populations of the school community. The chosen school level must be identified with the submission.
At least eight (8 special populations must be included and appropriate !""s#$%Ss need to accompany the
activities. (Objectives 1, 3; collaborative; instructor observation, eer observation, rubric! ("oldberg, #$1$!
Passort to %eading
"rou "PS and&or 'ommon 'ore (escrition o) activit*
&ntire School &'A()*.a )eads a variety of te+t
for information and pleasure
$rades (,-
&'A.)/ )eads 0,11,111 words
by the end of the school year
$rades .,2
&ach child gets a passport with 01 individual bo+es on the
inside, or for grades (,0, each class gets a passport. &ach
bo+ is labeled with one of the nonfiction sections of the
media center and 3iographies. Students get a stamp in
the bo+ when they complete a boo4 in each section.
56hen 2 out of the 01 bo+es are completed the student
is invited to country themed party in the library which will
include a snac4 from that country and a small pri7e.
5The first /1 students or the first class to complete the
challenge will receive a new boo4, have their picture
ta4en and put on a passport poster that is hung in the
school hallway and will be filmed on the news as a 86orld
Traveler9.
5All students after the first /1 and the first class will
receive a boo4 swap tic4et and a passport poster with
their picture to be hung in the hallway.
5All students who complete the challenge will be invited
to the :6elcome ;ome< party in the library.
(indergarten &'A()*.c "omprehension
As4s and answers =uestions
about essential narrative
elements (e.g., beginning,middle,
end, setting, characters, problem,
events, and resolution of a read,
aloud te+t.
Tal4 about traveling and how some trips are short and
some trips are long.
)ead The 3irthday >ish by ?an @accarino
5;ave the class identify the pattern of the trees on each
page during the story.
5After the boo4 is finished as4 for three students to come
to the front and give each student a picture of a scene
from the boo4 (one is a beginning picture, middle and a
picture of the end.
5;ave the class tell the students where to stand so that
the first child is holding a picture of the beginning of the
story, the middle child holds the middle picture and the
last student holds the ending picture.
5?iscuss that the trip in this boo4 was short to the la4e
and home again, but we are all going on a long trip
around the world.
Show them the %assport %oster and outline what they
need to do and the reward they will receive.
>irst $rade +,-''1%./,
Antegration of (nowledge
and AdeasB Adentify basic
similarities in and differences
between two te+ts on the same
topic (e.g., in illustrations,
descriptions, or procedures.

S1,1, Students will investigate
and identify the basic needs of
animals.

&'A""0)A01
%ange o) %eading and
,evel o) 0e1t 'omle1it*B 6ith
prompting and support, read
informational te+ts appropriately
comple+ for grade 0.

S'CS will identify a month to theme as :Cad ScienceB
%assport to )eading<. Students utili7e online website
(%ebble$o and print resources to identify and describe
animals, their habitats, general features, and needs. S'CS
along with students will compare and contrast animals in
group discussion.

An collaboration with 0
st
$rade Teachers, students will
create an animal habitat of a favorite animal they learned
about. All models will be displayed in the media center
and will include facts learned.
Second $rade S#,12 Students will investigate
the life cycles of different living
organisms.

+,-''#%.3 .ntegration o)
4no5ledge
and .deasB &+plain how specific
images (e.g., a diagram showing
how a machine wor4s contribute
to and clarify a te+t.

+,-''#W1 0e1t 0*es and
PurosesB 6rite opinion pieces in
which they introduce the topic or
boo4 they are writing about,
state an opinion, supply reasons
that support the opinion, use
lin4ing words (e.g., because, and,
also to connect opinion and
reasons, and provide a
concluding statement or section.

+,-''#W6 Production and
(istribution o) WritingB 6ith
guidance and support from
adults, use a variety of digital
tools to produce and publish
writing, including in collaboration
with peers.
/
nd
$rade students will utili7e online websites and print
materials to learn about the stages of the life cycle for
various animals and document what they learn using
graphic organi7ers for each animal.

Students will identify the countries that the various
animals live. A map or globe will be used to provide a
visual representation of the normal habitats of the
animals.

An collaboration with /
nd
grade teachers, students will
create wor4 in small groups to write and record a
commercial advertising the :coolest animal ever< to be
aired during morning announcements to promote reading
about animals in the media center.
Third $rade

Students with
?isabilities
&'A-)-.g "omprehension
Summari7es te+t content.
Shining Star -ctivit*7
Purose7 To assist students summari7e te+t content.
0. This activity can be completed when students have
finished a reading assignment. (short story or fiction
/. As4 students to list the important events in the story.
&mphasi7e that the events should be from the beginning,
middle and end of the selection.
-. De+t have the students narrow the list of events to the
five most important.
.. %rovide students with blan4 star template or electronic
template.
2. Students write story title and author9s name on the
sheet.
*. Students should then illustrate a story event in each of
the star pointsE so that when the star is completed they
have a summary of the story. Students could also include
the written event in each of the star points.
F. Students should identify the country that provided the
setting for the story. Af it is not clearly stated in the story
the student should provide a country based on the
conte+t clues gathered in the story.
8. ;ave students share their stars with their classmates.
G. Students with disabilities will follow any special
instructions listed in their A&%. Additional assistance and
resources will be provided by the teacher.
01. Cedia staff will assist student with the completion of
the Star and display the stars for review in the media
center.
>ourth $rade

&SH' Students
&'A.)0.h 'iterary Te+ts
Adentifies themes and lessons in
fol4tales, tall tales, and fables.
0he ,essons . have ,earned7
0. Students will read a fol4tale, tall tale or fable from a list
provided by the instructor.
/. Students will complete a summary wor4sheet about the
reading selection.
-. Students will discuss the :value, e+perience or lesson<
that the reading selection taught with the class.
.. Students will dress up as the main character in the
reading selection and retell the story to the (indergarten
students.
2. &SH' Students would be encouraged to select a
fol4tale, tall tale or fable that originated from their native
culture.
*. Cedia staff will provide assistance with the selection of
material, the completion of the summary wor4sheet and
facilitate retelling the story to the 4indergarten classes.
F. Students will identify the country where the fol4tale,
tall tale or fable originated.

>ifth $rade

Athletes
Special Anterests
&'A2)0.f "omprehension,
Anformational Te+ts
Adentifies and analy7es main
ideas, supporting ideas, and
supporting details.
Cain Adeas#Supporting ?etails Activity
0. Students will be put into groups of /,- students.
/. Students will select a current event article from
database in media center with help from media
center specialist.
-. Student such as athletes, robotics team members
and math team members would be encouraged
to find articles that deal with topics in those
areas.




.. Students will complete a 3race Cap for their
article, which is for analy7ing whole objects and
parts.











2. Students will use information to write a 0 minute
news broadcast for their current event.
*. Students will present their broadcast to the class.


&SH' Students &'A/)..e "omprehension
Summari7es te+t content.
Summary ActivityB
0. Students will be put in groups of /,- to wor4 in
the media center.
/. &ach group will choose a short story with the
help of the media center specialist.
-. 6hile reading their story together, students will
4eep trac4 of the following terms in an outline
formB
A. Setting
3. "haracters
". %roblems
?. &vents
&. Solution
.. Students will use an outline to create a %%T
2. Students will present %%T to the rest of the class.
TargetB
$ifted Students

>amily "onsumer
Science Students
(;ome
&conomics

Cath Students
&'A-60.c
6riting %rocess
6rites te+t of length appropriate
to address the topic or tell a
story.
&'A.6-.c
)esearch and Technology
Ises various reference materials
(e.g., dictionary, thesaurus,
encyclopedia, electronic
information as aids to writing.
&'A26..c
6riting %rocess
&dits to correct errors in spelling,
Start by tal4ing about traveling and different cultures and
food.

)ead ;ow to ma4e an apple pie and see the world by
)ebecca ;arden
5?iscuss the different locations that were visited to
ac=uire the ingredients for the apple pie.
5As4 the class why some foods originate in certain areas
of the world (climate etc. and have them provide
e+amples.
5Supply each student with a simple recipe that they chose
from a stac4 provided.
5Anstruct students to wor4 independently (or in a small
group for younger students on writing directions on how
Cain
Adea
Supporting
ideas
Supporting
ideas
Supporting
ideas
Supporting
details
Supporting
details
Supporting
details
Supporting
details
Supporting
details
Supporting
details
punctuation, etc.
C""2.C?.2 )elate volume to the
operations of multiplication and
addition and solve real world and
mathematical
problems involving volume.
to gather the ingredients for their recipes from different
places in the world where the ingredient is found or
originated.
5%rovide nonfiction boo4s on countries, customs and food
for use on researching food origins.
5"ollect unfinished directions#research at the end of the
session, which will be completed during the ne+t lesson.

Students would be able to prepare the recipe. Cath
teachers would be encouraged to use the measurements
in their lessons.

"onnect the lesson with %assport for )eading program.
)eview the nonfiction sources that were used during the
lesson and stamp passports as earned.

TargetB ?ramatic
and %erforming
Arts Students
+,-''8,87 ?emonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
b. )ecogni7e and e+plain
the meaning of common
idioms, adages, and
proverbs.
)ead aloud In a Pickle and Other Funny Idioms by
Carvin Terban. ?iscuss the metaphorical meanings
of the idioms presented in this te+t.

;ave students present the literal representations of
their favorite idioms while their classmates try to
guess the idioms that are represented in the
drawings and determine their metaphorical
meanings.
;ave students, wor4ing in pairs, select four to five
idioms to research using the Scholastic Dictionary of
Idioms or another resource.

After researching the idioms, as4 each pair of
students to select one idiom from their list, share its
origins, and how its origins relate to the
metaphorical meaning of the phrase. To ensure
understanding of the metaphorical meaning, have
students use each idiom in a sentence as well.

&ncourage a class discussion on how 4nowing the
historical conte+t of idioms and reflecting on
personal e+periences can ma4e it easier to
understand the metaphorical meanings of these
phrases.

Ise a map or globe to trac4 all of the places that the
idioms originate.

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