Tag Archive for media center

World Lit: Bookmark it – Day 2!

Welcome back to day 2, everyone!

Standard: ELAGSE9-10RL10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Target: I can learn how to use the media center effectively to find a book that suits my interests and challenges my reading capabilities.

Opening Session: Syllabus collection! If you returned your signed syllabus, give it to me so I can give YOU some extra credit!

Work Session: Today I want to give you guys some time to make a VERY important item you’ll need for the rest of this semester – a BOOKMARK! For this bookmark, we’re going to do a little activity called Illuminated Initials.

An Illuminated manuscript is one of those big fancy books with all the frilly illustrations around the edges of the page, and the BIG capital letter at the beginning of the chapter with all those decorations. Today, you’re going to write your own initials (now’s the time to get out those brush pens, handwriting geeks) on a paper bookmark and decorate and illustrate them in any way you feel like represents you. As you finish, I’d like you to write a short (1-paragraph) explanation on the back of your bookmark. At the end of class, I’ll take volunteers to share their bookmark, then I’ll collect them all to be laminated.

You can also finish your letter of introduction if you need to!

After we finish our bookmarks, we are going to head down to the Media Center for the second half of class. I want you to pick out a book to read for your first independent reading book! Remember, you can read anything you like – magazines and newspapers are OK, mangas are fine, whatever. So use this time in the library today to find something that *truly* interests you, because you will be reading it every day in class!

After you’ve chosen and checked out your book, you can hang out and read at the media center tables until it’s time to go.

Closing Session: Share out your illuminated bookmarks!

Differentiation: Process (free reign on making bookmarks); product (volunteers to share).

Assessment: Letters of introduction are graded; bookmarks will contribute to participation.

World Lit: Researching and Comparing Pre- and Post-Colonial Ibo Culture, Day 2-4

Standard: ELAGSE9-10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Learning Target: I can research and present information comparing Pre- and Post-Colonial Ibo culture with a group of my peers.

Opening Session: Today, tomorrow, and Friday we are moving to the media center, so let’s take a few minutes to get situated and logged in on the computers down there.

Work Session: You guys are going to be working on researching whichever aspect of Ibo culture you chose with your group on Tuesday. You’ll need to prepare a 3-5 minute presentation on what you find out. Today, your goal should be researching your cultural aspect and how it changed during and after colonialism. I’ll give everyone an Ibo Culture Research Sheet and on Wednesday, Mrs. Wright or Mrs. Allen will go over how to use the school databases for your research.

You will have all day today, tomorrow, and Friday to conduct your research and make and practice your presentation. All groups must be ready to go on Monday, December 11th. Some of you may not present until Tuesday, but everyone needs to be ready to go on Monday.

Closing Session: Push the chairs under, log out of the media center computers, and go thank the media center specialists for hosting us this week!

Assessment: Formal (presentations)

Differentiation: Process (varied ability groups), Interest (choice)


Tuesday-Wednesday: Project Work in the Media Center!


CCW7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCW9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target

Students will work on the unit project in the media center, using the resources available to them such as craft paper and the computers to find images as needed.


Meeting in the media center, taking attendance, recapping the project instructions.

Work Session

Students will have the entire block to work on their symbol scene or character swap (directions linked from the previous post) and I will move between them, helping students to complete their project and offering ideas or inspiration.

Closing Session

Project check in, CLEAN THE MEDIA CENTER!

Assessment Strategy

Projects will be graded


Giving a choice on the project and student interest in the character swap.

Media Center Friday!

Standard: W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.

  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Provide a concluding statement or section that follows from and supports the argument presented.

Learning Target: Students will type their first essay for the class.

Activator: MLA Format demonstration

Welcome to the media center, everyone! Today I’ll start off class by showing you how to set up your paper in MLA format. After you’ve gotten that done, I want you to use this class time to type up your final draft of your essay.

Your essay is due at the end of class today! Type it up, print it out and TURN IT IN!!!

Essay format suggestion (Feel free to deviate from this, but this is my suggestion)

  1. Introduction paragraph – explain the problem and who the people are. Be brief, but make sure your reader knows what’s going on.
  2. Reasins for your choice – give at least 2 strong, convincing reasons why your choice should get the heart.
  3. Reasons against the others – give at least 1 reason against each other candidate.
  4. Counterargument – “Some people say that _______________ should not get the heart transplant because ____________, but those people are wrong because __________________________________.”
  5. Conclusion

Computer Lab Friday!

Welcome to the Computer lab!

Today we worked on USA Test Prep.To do this, we visited the USA Test Prep website. Once there, you need to either log in or create an account. The website will ask for your school code. Your school code is Osborne. If you registered for USA Test Prep with a teacher last year, your username and password are the same. Use your login from last year if you have one. If you do not have one, you need to create an account. Click on “Create new account” and follow the instructions. Your school code is Osborne. Your activation code is written on the chalkboard. You get to choose your username and stuff.

Here’s the link to log into the website:

USA Test Prep Member Login

…And that’s it! I hope you enjoy your time on USA Test Prep. This is an important activity and I appreciate your hard work 🙂

Our daily video:

Themes in World Literature