This action might not be possible to undo. Are you sure you want to continue?
to the Department of Education, Dodge County Middle School serves a total of 803 students in grades 6-8. There is quiet a bit of diversity among the students. Out of 803 students, over half of the students are white (469 students). The school consists of approximately 291 African American students, 18 Hispanic students, and 18 Multi-Racial students. A large proportion of the students at DCMS are economically disadvantaged (494 students). There are also a large number of students identified as having a disability (104 students). As a teacher at DCMS, I found the numbers to be a bit surprising. The school appears to consist of about the same amount of African-American students as White students. However, it is more obvious that many students are identified as economically disadvantaged. Fifty-two faculty members are employed at DCMS and contribute to the school’s success as a Title I School of Distinction. Dodge County Middle School continuously strives to provide technological advancements for the betterment of educational experiences for all students. The library consists of one full time Media Specialist and one full time Media Clerk. The media center is located on 7th grade hall and without a small sign above the door one could easily get the media center confused with a classroom. Our middle school moved into the old high school 2 years ago and very little work went into renovations for the media center. With only one entrance and no windows at all, the media specialist is challenged in providing optimal lighting for students. With a collection of about 27,000
books, the media center provides an average of about 30 books per student; however, some of the collection is very old and out-dated. The library houses about 10 books for ESL students but provides reading levels for preK- 12 students due to the diversity among the population. There are about 700 titles that can be found in the audiovisual collection. Of the 700 titles, about 100 are more current DVDs. The media center provides 8 VCR’s and 3 DVD/VCR players available for teachers to check out. The number of circulations for overhead projectors has decreased over 75% since the school installed Smart boards in all classrooms. Most teachers prefer using the smart boards; therefore, the circulation for laptop computers has increased among teachers. Also in the media center is 8 computer workstations available for research, AR, and looking up research on Destiny, a SmartBoard, and VCRs for showing movies on the closed-circuit channels. Our school does not subscribe to literary criticism databases. There are twelve 8th grade teachers at Dodge County Middle School this year. There are three special education collaboration rooms, all of which teach a maximum of 7 students. One team of 4 teachers teach gifted students and one team of 5 teachers teach inclusion. Some of the students are cross-teamed, but all teachers that teach inclusion coteach with one special education teacher. All classes on the 5-teacher team teach about 30 students in each class and the teachers on the 4-member team (gifted) teach around 21 students per class. Eighth grade students make up a very diverse population of students. The reading levels among students vary from k-12+. There are 2 ESOL students, both of whom are fluent English speakers, yet struggle with reading comprehension. These students need
lower level books and class accommodations for assignments. There are approximately 36 eighth grade students identified with special needs. Curriculum Review For this project, I have chosen to focus on Georgia authors. I would primarily like to focus on books written by Georgia authors. This subject is taught in the 8th grade. The following standard is addressed within this unit: ELA8R4—The student acquires knowledge of Georgia authors and significant text created by them. The student: a.Identifies a variety of Georgia authors both male and female. b.Identifies authors’ connections to Georgia through a variety of materials including electronic media. c.Identifies award winning Georgia authors. d.Examines texts from different genres (e.g. picture books, poetry, short stories, novels, essays, informational writing, and dramatic literature) created by Georgia authors. e.Relates literary works created by Georgia authors to historical settings and or events. f.Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events. g.Evaluates recurring or similar themes across a variety of selections written by Georgia authors, distinguishing theme from topic.
Concept Georgia Authors
Tasks/Activities/Products Identify a variety of Georgia authors using the following criteria: authors who were born in Georgia or have lived in Georgia for at least 5 years. Organize the information by writing the name, type of genre written by the author, and author’s birth place. Identify authors’ connections to Georgia using a computer with access to a WebQuest and search engines. Identify award winning Georgia
Resources 1. Computer lab for research 2. The Birthday Book: Birthdates, Birthplaces, and Biographical Sources for American Authors and Illustrators of Children's Books by Mary H.
authors using a computer with internet access. Choose one author to research and read a piece of literature written by that author to write a research paper using APA style citations. Locate and read at least one of each of the following (must be written by a Georgia author): picture book, poem, short story, novel, essay, informational writing, dramatic literature. Write a review about each genre, noting the author and year of publication. Relate literary works created by Georgia authors to historical settings or events. Note the historical event and utilize the Georgia history textbook to compare and contrasts information from the literary work to information found in the textbook. Identify the setting, characterization, historical context, and current event (if applicable) of a literary work, explaining how Georgia is reflected in the literary work. Students will complete this information in the computer lab using a graphic organizer of choice from inspiration.com. The completed graphic organizer will be printed in the computer lab. Evaluate recurring themes (civil war) found in poetry, novels, essays, picture books, short stories, information nonfiction, or plays written by Georgia authors. Students will document how the civil war (or recurring theme identified) is depicted in multiple formats of literature and
Munroe, Judith Banja 3. Computer lab/ computers with internet access. 4. Various websites about Ga. Authors. 5. All resources found in the media center pertaining to this topic will be utilized in this activity. 6. Georgia History textbooks 7. Resources from media center 8. Computer lab, Inspiration Software, literary work of choice 9. Model of graphic organizer and rubric for students to refer to when completing assignment. 10. Computer with access to PowerPoint software; Georgia history textbooks
create a PowerPoint presentation to present the information to their class.
11. Books, videos, or websites about Ga. History.
Collection Review After a trip to the media center and a short interview with the media specialist, I began to search for as much information about Georgia authors as I could locate within the media center itself. The media center is organized into fiction and nonfiction books. On one side of the media center is fictional books. Fictional books are organized by the author’s last name from A to Z. These books are separated from non-fictional books by computer workstations.
Non-fiction books are further broken down into categories and are organized and labeled with the Dewey decimal range that is found in that aisle. All shelves are labeled with the Dewey decimal numbers that can be found on that shelf. Easy books are located on the outside row of the non-fiction section and are labeled “Picture Books”. Each book, unless outdated, is labeled with book level and points.
All reference books are shelved away from the fiction and non-fiction section. The SmartBoard and 6 student tables separate the reference books from all other books.
When searching for books related to my curriculum, I found that these books were scattered throughout the media center. All genres were found in each respective area of the media center for that type of literature. Most of the books that I located, including fictional books, were very old and looked worn out. Some of the nonfiction books were old, but had very little wear and tear damage to the book. These books are probably not used very often and may not be of high interest to the students at the school. Many of the books found in the media center are older reading selections and should be replaced. The
media specialist informed me that due to the budget, this isn’t possible; therefore, she doesn’t like to weed any books unless absolutely necessary. Using the phrase “Georgia authors,” I found 72 books available in the library. I found 23 nonfiction books, 47 fiction books, and 2 reference books. I also found 2 videos and 1 DVD; however, the videos were about Georgia, not Georgia authors. Given the amount of books available to use in the media center, 72 books is not a lot of resources to utilize. Also, given the declining budget over the past few years, the media specialist informed me that she has ordered very few books and devoted most of the media center’s financial allotment to technology. The books that were available were older reading selections dating back to 1912. I plan to address this within my budget plan and provide students with more current books written by Georgia authors. After locating these books, I decided to determine circulation of the books in the library and to determine the circulation of the books in this curriculum area. The media center houses a total of 27,000. The media specialist printed multiple reports for me to analyze. In my review of the reports, I found that items in the media center were checked out a total of 28,700 times during the 2008-2009 school year. This averages to a checkout total of about 1.06 times per book. Books written by Georgia authors can be found in all sections of the media center, making a thorough analysis of their checkout history difficult to determine. Since most non-fiction books are located in the 900 section of the media center, I researched the circulation for this section alone. Data suggests that there are 9,751 books available for checkout from this section alone. Of this amount, 23 books can be used in my content area. During the 2008-2009 school year, nonfiction books were checked out 12,000 times. This calculates to an average of 1.23 checkouts
per book. This is not a very high number when considering the quantity of books available in comparison to the entire collection in the media center. Next, I needed to determine how closely these books matched the required curriculum. Most books written by Georgia authors were fictional. Books were provided on information about famous people from Georgia. There was one book found that provided the reader with information about the Okefinokee Swamp in Georgia (written by Maribelle Cormack). However, there were few books that provided accounts written by Georgia authors that focus on this state during the Civil War. I plan to focus on this area as I research available books and resources for my budget plan. The last aspect of my review dealt with the focus of historical significance found in the books. There are numerous Georgia authors, but I wanted to see how many of Georgia’s authors wrote about the place that they call home. I was curious to know how many books written by Georgia authors were influenced by this state and if it accurately portrayed Georgia. I have lived in Georgia all of my life (30 years) and I’ve visited many places in my home state. I wanted to know what students could learn about the state in which they live when reading the materials found in the media center. I was actually discouraged when I researched this area because most of the books written by Georgia authors that can be found in the media center actually have nothing to do with the historical significance of this state. There were only 3 books that I categorized as being able to fit under this description. I was also unable to locate any e-books, books included in the media center’s audiovisual collection, or books in Spanish that were written by Georgia authors (including translated versions of English books). Books that focus on the historical significance of Georgia will also be a focus in my budget plan.
Summary of collection needs: 1. Choose a wide variety of books from all genres of literature in order to supply an abundance of books written by Georgia authors. 2. Locate e-books written by Georgia authors and provide books to include in the media center’s audiovisual collection. 3. Choose a large supply of books that have been published within the last 5 years. Some resources need to be older selections to provide for personal accounts and memoirs of Georgia authors. However, I will try to provide a more current selection of fictional books by Georgia authors. 4. Choose books that focus on the historical significance of Georgia and can be used not only as resources, but also in the Georgia history classroom to make connections between content taught and Georgia authors.
Budget Summary After researching this topic using multiple book vendors, I have found a very diverse list of books that can greatly enhance the resources found within the media center. In order to complete this, I have determined that I will need $3,914.18. I have found many relevant titles pertaining to this topic area. I have attempted to cover each element of the standard with a book, reference book, website…etc. The attached Excel spreadsheet displays all of the titles that I have chosen for this assignment. I also found several websites that can be utilized when working within this unit. These websites can be accessed using the wiki found on http://readgeorgiaauthors.pbworks.com/.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.