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What is the best option for setting up new stem library? Genre or Dewey? I'm leaning toward Genre....Benefits of both?
Hi Everyone:
Is anyone still working or completing the process? I'm in a nb cohort within my district. However, I'm the only librarian in the cohort. Reaching out ... I'm working on component 2 now ... with the intent of components 2 & 4 being submitted this May.
I am looking for the most useful and easy to learn collaboration tool to use with online learning.
Any suggestions??
Librarin L :
I'm starting over from scratch ... doing a co-teach piece with Special Education teacher for author's purpose for Component 2 and working with Bullying for Component 4 ( I will submit both this May)
cdwrightlee peacenjoy123@gmail.com
Hello, I'm starting my national board process, with mod 2, differentiation, and am looking for others who would like to join a cohort so we can understand, plan, and discuss our unique content area and modules...[email removed]
Maybe the problem is unique to me. But I don’t think so. I’ve seen too many crossed out names in books I’ve picked up in second hand stores. [Click below to read the rest of Sarah Powley's essay.]
Morning Everyone, My principal recently approached me with a promotion to media specialist (I'm currently a media assistant); however, in order to attain said position, I need to pass the Pearson "School Librarian" test. That being said, I've taken the test twice, but for whatever reason can't seem to pass it. It's extremely frustrating b...See MoreMorning Everyone, My principal recently approached me with a promotion to media specialist (I'm currently a media assistant); however, in order to attain said position, I need to pass the Pearson "School Librarian" test. That being said, I've taken the test twice, but for whatever reason can't seem to pass it. It's extremely frustrating because I have my Masters in Library and Information Science. Both tests were nearly identical and they don't provide me with a detailed score (wrong/correct answers). Has anyone taken this test? Any suggestions/help would be greatly appreciated!
…Hope you will be willing to share with your teacher and student populations, particularly in light of President Obama’s recent visit to Cuba.
The groundbreaking documentary movie Havana Motor Club will be released by Samuel Goldwyn Films 8 April.
QR Code files for listed resources will be available 6 April for classroom-base...See More…Hope you will be willing to share with your teacher and student populations, particularly in light of President Obama’s recent visit to Cuba.
The groundbreaking documentary movie Havana Motor Club will be released by Samuel Goldwyn Films 8 April.
QR Code files for listed resources will be available 6 April for classroom-based mobile device use.
Feel free to contact me with questions, etc.
Take care.
Tom
Tom Adamich, MLS President Visiting Librarian Service 224 Chauncey Ave. N.W. P.O. Box 932 New Philadelphia, OH 44663 330-364-4410 vls@tusco.net
Date: April 5, 2016 LESSON PLAN: Havana Motor Club Auto Racing
Submitted By: Tom Adamich, Teacher-librarian/Consultant – Visiting Librarian Service
Subject Area(s): Cuba – Economic conditions – 1990- ; Commercial treaties – Political aspects ; Families – Research – Cuba ; Cultural relations ; Nationalism ; International relations ; Transnationalism ; National security
Keywords [All terms are Library of Congress Subject Headings]: Automobile racing, Sports car events, Stock car racing, Automobiles, Racing, Drag racing, Sports Car Club of America, NASCAR Nextel Cup Series, Winston Cup, Twentieth century. Twenty-first century
Grades: 8-12
Timeframe: Five 50 minute class periods; 2-3 days reserved for school library research
Primary resource: Havana Motor Club Movie
OVERVIEW Since 1959, diplomatic relations between Cuba and the United States have been challenging. During that time, both countries have continued to be greatly involved in auto racing / motorsports and have experienced respective rich and eventful histories. Along the river bottoms and high ridges in the U.S. and in the tropical enclaves of the island of Cuba, Americans and Cubans have expressed a long- abiding and enduring interest and enthusiasm for auto racing on short tracks, dirt tracks and asphalt tracks. Lore and legend associated with Cuban auto racing is plentiful. Families used grit, creativity, chemistry, and physics to keep pre-1959 vehicles running for almost 60 years. When examining Cuban auto racing history, one has a greater understanding of Cuba’s culture and its geography. This lesson is designed to introduce students to the ability to infer and identify relationships between actions/activities using a thesis statement and supporting details.
GOAL/OBJECTIVE Students will learn how to develop and support a thesis related to specific topical requirements prescribed in the goal statement:
Goal Statement: Cuban auto racing thrived during the twenty-first century due to the influence of the economic, social, and geographical composition of Cuba and its people .
Objectives: 1. Given use of print, media and electronic resources, students will list and cite two economic events associated with Cuban auto racing with 100&37; accuracy. 2. Given use of print, media, and electronic resources, students will list and cite two technological innovations associated with Cuban auto racing with 100&37; accuracy 3. Given use of print, media, and electronic resources, students will list and cite two social factors associated with Cuban auto racing with 100&37; accuracy. 4. Given the six economic/technological/social factors selected and cited above, students will write a five-paragraph essay stating why each factor is important and evaluate each using the criteria listed in the five-paragraph essay rubric.
ESSENTIAL QUESTIONS 1. How has auto racing in Cuba represent the role of the family in Cuban culture? 2. What does the automobile symbolize to our culture in the U.S? 3. How does it similar to the symbolism of the automobile in Cuba; how does it differ from the U.S.? 4. Which Cuban auto racing legends and tracks can you identify; why are they unique? 5. How has the development of the automobile affected auto racing? STANDARDS Curriculum Connection: This lesson could be used when studying United States history during the 20th century.
Correlation with National Standards: http://www.mhschool.com/socialstudies/2009/teacher/pdf/nc ss.pdf Correlation with National Standards for Social Studies – • explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; • describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture; • compare ways in which people from different cultures think about and deal with their physical environment and social conditions; • give examples and describe the importance of cultural unity and diversity within and across groups.
TIMEFRAME Five class sessions are recommended with two or three of those sessions reserved for school library research. Additional time for out-of-school research (including use of local public and college/university libraries/archives as well as auto historical societies with extensive automotive history collections (i.e. Revs Digital Library , Stock Car Racing Collection, Applachian State University), is encouraged. END PRODUCT Five-paragraph essay supporting the economic, technological, and social factors as they relate to the history of Cuban auto racing.
Supporting Materials: Students will be encourage to supplement their supporting arguments with visual representations of such examples as a Cuban Auto Racing History Timeline, early Cuban auto racing pioneers, current Cuban auto racing efforts; Auto-racing diplomacy – U.S. and Cuba; Cuban economic/social history of the 1940s and 1950s, etc.
ACTIV ACTVITIES --Students will have ample time to go to library and use print and electronic resources. Collaborate with librarian to refresh students’ skills with accessing and using resources.
--Day One The student progress checklist and Five-paragraph essay rubric will be distributed and reviewed as the basis for introducing the lesson. Next, discussion should be developed using the essential questions and keywords identified in the goal statement. Ask the students to list a “pool of terms” on paper to use for research purposes. Provide an overview of available library resources, and refer to the student progress checklist for their first task – matching the generated keywords with the goal statement, objectives listed, and their individual development of a thesis statement.
--Days Two-Four In conjunction with the student progress checklist, students will use generated keywords to identify Cuban auto racing-related resources (including print, media, non-print, and electronic). As identified by the checklist, the students will evaluate the content of the resources selected and link the information obtained with the information needed to support their thesis statement. At any time during the research process, students can begin pre-writing activities (outline, thesis statement structure, etc.)
--Day Five Students will use notes and resources to write their five-paragraph essay during the class period. This timed writing activity will reinforce their timed writing experiences with proficiency testing and will expose them to new timed writing activities they will experience in other post-secondary and job-related writing/testing environments.
ASSESSMENT 1. Student progress checklist 2. Five-paragraph essay rubric to evaluate majority of project.
See examples with lesson plan.
RRRR RESOURCES & TECHNOLOGY EBSCO Secondary Search (7-12) Use Master File, Academic Search, Newspaper Source, and Vocational & Career Collection. Suggest using “auto racing” and “Cuba” with the “all words” search for best results) Google search (general)—( Use same search as above and select the images tab for pictures, the video tab for video clips from Video & Media) Google Scholar search – (Use same search as above in https://scholar.google.com/ and separate U.S. and Cuban resources) Almanacs Timeline books Automotive History books
Other Web Sites Stock Car Racing Collection http://www.library.appstate.edu/stockcar/index.html Provides links to print, non-print racing resources as well as links to other websites Taillight Diplomacy http://blog.hemmings.com/index.php/tag/taillight- diplomacy/ Auto restoration grass-roots effort to support Cuban parts needs and motorsports cultural exchange NASCAR http://www.nascar.com/ Great resource for the latest in NASCAR events as well as links to racing history information Society of Automotive Historians - http://www.autohistory.org/links.html Provides links to auto museums, resources, etc. which are chosen by noted automotive historians Havana Motor Club Movie http://havanamotorclub.com/trailer Landmark movie promoting Cuban auto racing culture and family unity in the 21st century Havana Motor Club resources http://havanamotorclub.com Background notes and cinematography information for the landmark movie “Havana Motor Club” Schweig U.S. / Cuba Diplomatic Relations Course http://www.quizover.com/oer/course/u-s-cuba-relations- the-beginning-of-a-by-julia-e-sweig-videolectures Open Education Resource (OER) discussing the developmental history of U.S / Cuban relations Council on Foreign Relations – U.S./Cuba Diplomatic Resources http://www.cfr.org/cuba/us-cuba-relations/p11113 Primer on U.S. / Cuba diplomatic relations , including charts, graphics, and additional resources Crossroads Cuba – Global Economics – Bertelsmann Foundation http://ged-project.de/topics/competitiveness/the- crossroads/the-crossroads-cuba/ 3-part series on the development of the Cuban economy since the Castro Regime and future directions Classic American Cars of Cuba (PBS 2002) https://vimeo.com/97459984 Produced by Laura Savini (wife of singer/songwriter Jimmy Webb), this groundbreaking series was the first glimpse of the Cuban car culture since the 1960s.
LES LESSON REFLECTION
Student Progress Checklist Name_____________________________________ Date range of assignment _____________________
Date Assignment Verification of completion (Teacher/School Library Media Specialists’ Initials Compile list of keywords Locate possible resources (using at least one electronic resources database, one print source, and one non-traditional source) Evaluate resources for content using the following criteria: 1. source relates to one or more elements in thesis statement 2. source provides a visual display of my needs 3. source is an accepted, credible agency, etc. 4. source’s accuracy can be verified if needed Essay outline and thesis statement completed Essay completed.
Autobiographical Timeline Rubric Name ____________________________
CATEGORY Excellent (5 pts.) Good (4 pts.) Satisfactory (3-2 pts.) Needs Improvement (1-0 pts.) SCORE Thesis statement Statement contains all three elements – economic, technological, and social innovations – clearly stated. Statement contains implied reference to all three elements – economic, technological, and social innovations. Statement contains a portion of the needed elements – economic, technological, and social innovations Statement contains no references to the needed elements – economic, technological, and social innovations. Supporting examples Essay contains six references (two for each category – economic, technological, social) Essay contains five references (two for each category – economic, technological, social) Essay contains three references (two for each category – economic, technological, social) Essay contains less than three references (two for each category – economic, technological, social) Biographical information Essay contains biographical references including birth date, death date (if applicable), and additional life information integrated into the essay. Essay contains biographical references including birth date, death date (if applicable) Essay contains biographical references including birth date Essay contains few biographical references or none at all. Research time Classroom and library time were used effectively beyond the normal scope with inquiries generated regarding resources, etc. Classroom and library time were used effectively with inquiries generated regarding resources, etc. Classroom and library time were used effectively. Classroom and library time were not used effectively with disruptive behavior playing a key role. Mechanics Follows five-paragraph essay structure (introduction, thesis statement, # of elements in statement corresponds to # of paragraphs in body of paper, restatement of thesis, conclusion) Grammar, spelling, punctuation, and capitalization are correct with no errors. Includes a bibliography in correct form. Follows five-paragraph essay structure (introduction, thesis statement, # of elements in statement corresponds to # of paragraphs in body of paper, restatement of thesis, conclusion) Grammar, spelling, punctuation, and capitalization are mostly correct with 2-4 errors. Includes a bibliography in correct form. Follows five-paragraph essay structure somewhat (missing one or two parts - introduction, thesis statement, # of elements in statement corresponds to # of paragraphs in body of paper, restatement of thesis, conclusion) Grammar, spelling, punctuation, and capitalization are mostly correct with 5-7 errors. Includes a bibliography in correct form. Follows five-paragraph essay structure somewhat (missing three or more parts - introduction, thesis statement, # of elements in statement corresponds to # of paragraphs in body of paper, restatement of thesis, conclusion) Grammar, spelling, punctuation, and capitalization are mostly correct with 8-10 errors. Includes a bibliography in correct form. Graphics The essay contains references to graphics in the bibliography with at least two examples. The essay contains references to graphics in the bibliography with one example. The essay contains references to graphics in the bibliography with no examples. The essay contains no references to graphics in the bibliography Overall Evaluation The essay is well above average, as it is entertaining and uses an engaging writing style to deliver the necessary elements. The essay is average, as it is somewhat entertaining and readable in delivering the necessary elements. The essay is slightly below average, as it is readable and delivers the necessary elements. The essay is well below average, as it is not readable and fails to deliver the necessary elements. TOTAL POINTS =
GRADE =
Sweig U.S. Cuba Relations OER Course_20160406 Havana Motor Club Trailer_20160406 Council on Foreign Relations U.S. Cuba Relations_20160406 U.S. Cuba Relations Statement White House Office of the President_20160406 TailLight Diplomacy U.S. Cuba Cars_20160406 Crossroads Cuba Bertelsmann Foundation_20160406 PBS Classic American Cars of Cuba_Savini_2002_2016040
Can you apply for a DSAP in Library Media
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