Program Grad Common Core, GSEs, AASL Information Description of Program / PR Plan / Resources Used Timeline

e Literacy Standards, and/or ISTE Standards

Year 1:

"Homeroo 7-8th Candidates develop, implement, and "Homeroom Helpers" and "Library Lunch August - Year 1
m Helpers" evaluate learning opportunities for all Bunch" are two new ways that we intend to “Homeroom
and Helpers”
students. increase circulation and promote reading.
"Library August - Year 2
Lunch "Homeroom Helpers will need to check in “Library Lunch
Bunch" 1.2 Effective and Knowledgeable with their homeroom teachers, have your pass Bunch”
Teacher signed, then come straight to the media center
to get us moving and grooving for the day.
1.3 Instructional Partner
Students wishing to participate in the "Library
2.1 Literature Lunch Bunch" are welcome to get their passes
signed and come help out in the media center
2.2 Reading Promotion by reshelving, assisting with technology needs
or simply taking a minute to catch up with a
3.2 Access to Information
favorite book. Students will also be
3.3 Information Technology encouraged to read to younger readers in the
media center and to help younger students
PSC find books that they may enjoy.
Promotion: This program will not be actively
1.f Student Learning advertised as the media specialist will want to
select students who are very responsible and
3.c Help All Students Learn
good examples to the younger students that
4.a Curriculum and Experiences they may be mentoring. Teacher
recommendations will be accepted.
7.d Integration of Instructional
Technology http://www.readingrockets.org/strategies/paire
d_reading
https://www.ala.org/ala/pio/campaign/scho
NCATE ollibrary/FINAL_toolkit.pdf

1.f Student Learning

3.c Help All Students Learn

4.a Curriculum and Experiences

Banned 6th- AASL: -The week before National Banned Book Week the September
Books 8th 1.1.1: Learners display curiosity and initiative by SLMS would decorate the front doors of the library and
Week grade formulating questions about a personal interest create a bulletin board with the help of Pinterest to get
 or curricular topic. students interested in the coming week. Small posters
2.3.1 Learners exhibit empathy with and could be posted throughout the school with Banned
tolerance for diverse ideas by engaging in Book Week sayings to peak interest.
informed conversation and active debate. -The library would have several interactive displays
3.2.1: Learners participate in personal, social and throughout the library and school to celebrate the week.
intellectual networks by using a variety of One display is the “Brown Bag Display.” You will
communication tools and resources. choose 10 banned Juvenile or Young Adult books that
5.3.1: Learners engage with the learning were banned at one point and cover them in brown
community by expression curiosity about a topic paper bags. Then on the bags write the reasons why the
of personal interest or curricular relevance book was banned including religion, language, sexual
ISTE: content, politics, etc. Have a list of what 10 books they
3d: Student build knowledge by actively could be above the display. Then have students go
exploring real-world issues and problems, around with sticky notes and guess the title of the book
developing ideas and theories and pursuing based on the description and the ten possible choices.
answers and solutions. -There will also be a display with books like Captain
6d: Students publish or present content that Underpants, A Wrinkle in Time, Huckleberry Finn,
customizes the message and medium for their Bridge to Terabithia, and The Harry Potter series as
intended audiences. . examples of popular middle school books that were
once banned.
-Each homeroom class could Adopt a Banned Book
through Duke University’s Adopt-a-Book-Program.
The SLMS will make posters with the covers of the
books and a reason why it was banned (this could also
be done electronically through Sign-Up Genius or
Google Docs). Each homeroom class would sign up for
the book they want to adopt, then each class would
come up with the “cost of adoption.” This could be
candy or cookies. The media center would display each
book along with the class that adopted the book and
what their “cost of adoption” was for it. Each
homeroom teacher would read a passage from the book
printed out from the SLMS and then will ask the
following questions: “Why would people have wanted
to ban this book?” and “What is it a good thing that
people are free to read it?”
The SLMS will provide sample answers for each
teacher and book.
http://www.programminglibrarian.org/blog/banned-
books-week-4-teens
-A whiteboard, chart paper, or bulletin board in the
media center would have a Venn Diagram asking
students to think of positive, negative, or both that
reading banned books can have on people. Students can
add their responses with sticky notes throughout the
week.
http://www.teachhub.com/banned-book-week-activities
-Print off Banned Books word searches and crossword
puzzles for students to work on in the library or to take
with them.
https://www.armoredpenguin.com/crossword/Data/201
 1.09/2216/22160918.699.html

STEM 6th- AASL: -To increase student interest in science, technology, September-May
Club 8th Build new knowledge by inquiring, thinking engineering, and math topics, I would create a STEM
Created grade critically, identifying problems, and developing club with possible competitions in Science Olympiad.
s strategies for solving problems. -This club would meet 2 times per month for an hour
1.1.1 Learners display curiosity and after school in the media center. Students would need
initiative by formulating questions parent permission and to pay a predetermined fee for
about a personal interest or a curricular offset supplies/materials.
topic. -I would invite teachers from within the school to sign
1.2.3 Learners engage with new knowledge by up for a topic/week to instruct students on the STEM
following a process that includes generating topics. Students would then participate in activities on
products that illustrate learning. this topic. Teachers would sign up for topics via shared
google doc.
1.4.1-3 Learners participate in an ongoing -The library would have a display of books on STEM
inquiry-based process by continually seeking topics to be covered during the month. I would make
knowledge, engaging in sustained inquiry, and announcements about signing up for STEM club as
enacting new understandings through real-world well as flyers to go home with students at the beginning
connections. of the year.
https://www.nsta.org/publications/news/story.aspx?id=
3.1.1-3 Work effectively with others to broaden 57121
perspectives and work toward common goals. https://globaldigitalcitizen.org/36-stem-project-based-
Learners identify collaborative opportunities by learning-activities
demonstrating their desire to broaden and
deepen understandings, developing new
understandings through engagement in a
learning group, and deciding to solve problems
informed by group interaction.

Cooking 6th AASL Skills A cooking club will be implemented for one month February
Club Grade 1.1.4 Find, evaluate, and select appropriate with all four sixth grade classes. One week before the
sources to answer questions. program begins, the media specialist will advertise the
1.1.8 Demonstrate mastery of technology tools program by creating a display in the hallway outside
for accessing information and pursuing inquiry. the media center. The display will include a table
1.2.2 Demonstrate confidence and self-direction covered with a red and white checkered tablecloth with
by making independent choices in the selection a picnic basket and books about different cuisines on
of resources and information. the table. A sign posted about the display will say,
3.2.1 Demonstrate leadership and confidence by “Coming Soon! Sixth Grade Cooking Club!”
presenting ideas to others in both formal and
informal situations. Classes will meet once per week for 50 minutes. The
4.1.8 Use creative and artistic formats to express purpose of the cooking club is to engage middle school
personal learning. students in the various ways to use the media center for
AASL Standards research, learning, cooperating as a group, and learning
3.1 Efficient and Ethical Information-Seeking new information in a fun way.
Behavior
3.2 Access to Information Week one will consist of introducing four different
3.4 Research and Knowledge Creation types of cuisines: American, Chinese, Italian, and
ISTE Mexican. The media specialist will present this
1. Creativity and innovation-Students information through a variety of sources such as books,
demonstrate creative thinking, construction YouTube videos, and websites.
 knowledge, and develop innovative products and
processes using technology. Week two will involve dividing each class into four
3. Research and information fluency-Students groups. Each group will be assigned a different cuisine:
apply digital tools to gather, evaluate, and use American, Chinese, Italian, or Mexican. Group
information. members will work together and use different resources
4.Critical thinking, problem solving, and in the media center to create an original recipe related
decision making – Students use critical thinking to the cuisine assigned to that group. Toward the end of
skills to plan and conduct research, manage the library period, a spokesperson from each group will
projects, solve problems, and make informed present the recipe to the rest of the class.
decisions using appropriate digital tools and
resources. Week three will continue with the same groups
CCGPS working with the same assigned cuisine. This week
1.1.6 Read, view, and listen for information each group will again work together, using different
presented in any format in order to make resources in the media center, to create a three course
inferences and gather meaning. meal related to the cuisine assigned to that group. All
1.2.3 Demonstrate creativity by using multiple meals will be displayed on the wall in the hall outside
resources and formats. the media center. Each sixth grade student can vote for
3.1.1 Use technology and other information tools their favorite meal. Once all votes are in, the media
to organize and display knowledge and specialist will count the votes and determine the
understanding in ways that others can view, use, winning meal. Over the weekend, she will use media
and assess. center funds to purchase ingredients needed to cook the
winning meal.

Week four will involve each of the four sixth grade

classes preparing the winning meal. Each class will be
divided into three groups. Each group will be assigned
one course. Each group will work together as a team to
follow the directions for the recipe for their assigned
course. Toward the end of the period, the students will
be allowed to eat and enjoy the meal they created
together as a group.

http://www.actionforhealthykids.org/tools-for-
schools/1516-healthy-cooking-club

https://www.slj.com/?detailStory=how-to-start-a-
baking-club-at-the-library

https://blogs.voanews.com/all-about-
america/2015/05/18/top-10-most-popular-ethnic-
cuisines-in-us/

Pumpkin 6th AASL Skills A pumpkin patch will come to the media center for one October
Patch Grade 1.1.4 Find, evaluate, and select appropriate month in the fall. The pumpkin patch will be for all
sources to answer questions. four sixth grade classes. A few days before the
1.1.6 Read, view, and listen for information pumpkin patch arrives, the media specialist will create
presented in any format in order to make a visual advertisement in the hallway outside the media
inferences and gather meaning. center. The advertisement will include a bale of hay
1.2.2 Demonstrate confidence and self-direction with a scarecrow sitting on top and a pumpkin and
by making independent choices in the selection mum (flower) on the floor next to it. A sign on the wall
of resources and information. will say, “Welcome to the Pumpkin Patch!”
2.1.5 Collaborate with others to exchange ideas,
develop new understandings, make decisions, The pumpkin patch will stay in the media center for
and solve problems. four weeks. During these weeks, students will learn
2.2.4 Demonstrate personal productivity by about all things fall while studying specific concepts,
completing products to express learning. creating art and short stories, and working together in
3.1.3 Use writing and speaking skills to groups. Each week students will visit the pumpkin
communicate new understandings effectively. patch, choose one pumpkin, flip it over, and find a
4.1.1 Read, view, and listen for pleasure and number. That number will correspond with a surprise
personal growth. for the student such as a free pass for 30 minutes of
4.1.4 Seek information for personal learning in a extra media center time, school bucks to use at the
variety of formats and genres. book fair, or extra computer time during weekly library
periods (to be cashed in after the pumpkin patch unit is
ISTE complete). School bucks and decorating items will be
paid for with media center funds.
1. Creativity and innovation-Students
demonstrate creative thinking, construction Week one will consist of students listening to a story
knowledge, and develop innovative products and related to the fall season. Students will only listen to
processes using technology. the story and see no illustrations. After the story is
2. Students use digital media and environments over, students will create an illustration for their
to communicate and work collaboratively, favorite part of the story. These illustrations will be
including at a distance, to support individual displayed on a special wall in the media center.
learning and contribute to the learning of others.
3. Research and Information Fluency- Students During week two, students in each class will be divided
apply digital tools to gather, evaluate, and use into four groups. Each group will be assigned a specific
information. research question related to fall such as: Why do leaves
4. Critical thinking, problem solving, and change color in the fall?
decision making-Students use critical thinking Why does the weather get cooler in the fall?
skills to plan and conduct research, manage What plants and flowers bloom in the fall?
projects, solve problems, and make informed What are some fall holidays?
decisions using appropriate digital tools and Each group will work together and use different
resources. resources in the media center to answer their assigned
question. Toward the end of the library period, one
person from each group will present their findings to
the class.

During week three, students will remain with their

same group from the previous week. Each group will
create a digital story related to a concept about fall such
as a fall holiday, fall weather, fall foliage, etc. The
media specialist will approve each topic before the
group begins to work and will offer assistance as
needed. Toward the end of the library period, each
group will present their digital story to the class. Links
to the digital stories will be shared with the students,
their parents, and other middle school teachers so they
may enjoy the stories and see what students are doing
in the media center.
 During the final week of the pumpkin patch, students
will remain in their same assigned groups to write and
illustrate a short story related to the fall season. Under
the guidance of the media specialist, each group will
brainstorm together about a storyline, then assign some
students to be the authors and some students to be the
illustrators. Completed stories and illustrations will be
displayed on the wall in the hallway outside the media
center.

https://kidskonnect.com/holidays-seasons/autumn/

Teacher 4-8th Candidates demonstrate professional The media center will offer 3 "Quickie
“Quickie grade dispositions and ethics Courses" during the next year of 15 minute 3-15 minute
Courses” teache classes
segments during teachers' planning period.
rs 1.4 Integration of Twenty-First Century November,
Media Specialists will show leadership by February
Skills and Learning Standards
assisting teachers with 21st learning March

2.4 Literacy Strategies

integration. Each participant will take home
an infographic to reinforce the skills learned
3.1 Efficient and Ethical Information- during the "Quickie Courses".
Seeking Behavior Teachers will sign up for the courses via
Google Docs and a survey will be
4.1. Networking with the Library administered at the end of the year to see if
Community the "Quickie Courses" were beneficial to the
teachers.
4.2 Professional Development
Promotion: Infographics with course
information will be created to advertise tech
4.3 Leadership
courses. These infographics are free to create
5.2 Professional Ethics on canva.com and will be printed in color and
placed in teacher’s boxes and given out as
PSC bookmarks in the media center to teachers.

1.g Professional Dispositions https://centretechnologies.com/importance-of-

technology-in-the-classroom/
3.c Help All Students Learn
https://www.canva.com/
7.f Ethical Standards

NCATE

1.g Professional Dispositions

3.c Help All Students Learn

Poetry 6th- AASL: -During the end of March and first week of April, I April
Month 8th 3.2.1: Learners participate in personal, social, would purchase the National Poetry Month posters to
and intellectual networks by establishing display around the school to advertise the activities for
connections with other learners to build on their poetry month.
own prior knowledge and create new knowledge. -I would email the Language Arts teacher from a
2.4.1: Learners demonstrate empathy and equity Poem-a-Day email list a poem to read to their classes at
in knowledge building within the global learning the start of each class during the month of April.
community by seeking interactions with a range -I would partner with the Language Arts teachers to
of learners. brainstorm to plan activities with their classes. One
5.3.1: Learners engage with the learning activity I would see if teachers are interested in is
community by expressing curiosity about a topic having classes write poems in sidewalk chalk around
of personal interest or curriculum relevance. the school.
ISTE: -During the first half of the month, a card making craft
6a: Students communicate complex ideas clearly station would be set up in the library where students
and effectively by creating or using a variety of could decorate cards for friends and families with
digital objects such as visualizations, models, or poems. Example poems would be on the table so
simulations. students could get ideas, but they can also make or find
6d: Students publish or present content that their own poems to put in the cards.
customizes the message and medium for their https://www.poets.org/national-poetry-month/30-ways-
intended audiences. celebrate-national-poetry-month
-During the second half of the month, a “Blackout
Poetry” table will be set up in the library. Pages from
old books will be scattered all over the table. Students
CCGPS: will choose a page, and then choose an anchor word on
ELAGSE6RL9: Compare and contrast texts in the page to base their poem off of. Then students will
different forms or genres in terms of their read and circle all the words that could make a poem.
approaches to similar themes and topics. All the other words will be blacked out with marker or
ELAGSE7RL5: Analyze how a drama’s or decorated. The only words left on the page will be the
poem’s form or structure contributes to its poem the students created. These will be displayed
meaning. right outside the library. The media specialist will ask
ELAGSE8RL10: By the end of the year, read teachers if whole classes want to come in and make the
and comprehend literature, including stories, poems, or students can make them before school, at
dramas, and poems at the high end of grades 6-8 lunch, or during homeroom.
text complexity band independently and https://www.scholastic.com/teachers/blog-posts/john-
proficiently. depasquale/blackout-poetry/
ELAGSE8SL4: Present claims and findings, -The media specialist will secure a local or famous poet
emphasizing salient points in a focused, coherent to come speak to the 6th and 7th grade students during
manner with relevant evidence, sound valid the month to talk about the importance of poetry today
reasoning, and well-chosen details; use and to give the students a chance to hear poetry read
appropriate eye contact, adequate volume and aloud.
clear pronunciation. -Language arts teachers and the Media Specialist will
work with 8th grade students to find appropriate “slam”
poems that students would find inspiring. The media
specialist and 8th grade teachers would have a signup
form for student who want to participate in the poetry
slam. One day during lunch the students can come to
the media center to practice their poems and then
another day during lunch would be the poetry slam
performance. Students can sign up to come watch the
poetry slam during lunch to hear their classmates recite
 famous, inspirational, and the occasional original
poem. The media center would be decorated like a
coffee shop with dimmed lights, comfortable seating,
and black table cloths.
http://teacheroffduty.com/20-slam-poems-you-can-use-
in-your-classroom-tomorrow/
-The library would have a display with all the most
popular poetry book to encourage circulation of the
poetry throughout the month.
-The media specialist will work with any other teachers
that want to incorporate poetry or poetry projects into
their classrooms throughout the month.

Year 2:

Club 6th- AASL -Tome Student Literacy Society’s goal is to August-March

TOME 8th 2.1.1 Learners contribute a balanced “promote multiple literacies among 3rd-12th grade
grade perspective when participating in a learning students across the United States through: service,
s community by articulating an awareness of collaboration, competition-based club activities,
the contributions of a range of learners. and clean, entertaining, encouraging literature.”
2.2.1 Learners adjust their awareness of the -I would create an after school club to participate
global learning community by interacting in Tome Society activities to meet once a month to
with learners who reflect a range of discuss the assigned books and then take the
perspectives quizzes to prepare for competitions as well as take
3. 4. 1 Learners actively participate with on a service project.
others in learning situations by actively -Service project ideas: Little Free Library,
contributing to group discussions. Outdoor games (four square, human checkers,
5. 3. 1. Learners develop and satisfy hopscotch, etc) for an elementary school recess,
personal curiosity by reading widely and Reuse a Shoe program, Crayola ColorCycle.
deeply in multiple formats and write and -Students would be able to attend TomeCon in the
create for a variety of purposes. spring (Field Trip) to participate in sessions for
5.4.1 Learners engage with the learning literacy, technology, art, and more. They would be
community by expressing curiosity about a able to meet authors and receive awards for
topic of personal interest or curricular competitions throughout the year.
relevance. -This club would be open to all students wishing
to join and enjoy reading from the IT List.
-Promotions done by the media specialist could
include a bulletin board or display of all the IT
List books or pictures from past TomeCons. The
promotions could also be centered around the
service project chosen.
-Promotions also done with video to be shown in
English Language Arts classes on a given day to
excite students about joining Club Tome.
 "Homeroom 7-8th Candidates develop, implement, and Students wishing to participate in the "Library Lun
Helpers" and graders evaluate learning opportunities for all Bunch" are welcome to get their passes signed and
"Library Lunch
students. come help out in the media center by reshelving,
Bunch"
PSC assisting with technology needs or simply taking a
minute to catch up with a favorite book. Students
1.f Student Learning also be encouraged to read to younger readers in th
media center.
3.c Help All Students Learn Promotion: This program will not be activel
advertised as the media specialist will want to se
4.a Curriculum and Experiences students who are very responsible and good exam
to the younger students that they may be mentor
7.d Integration of Instructional
http://www.readingrockets.org/strategies/paired_re
Technology
g
https://www.ala.org/ala/pio/campaign/schoollib
FINAL_toolkit.pdf
NCATE

1.f Student Learning

3.c Help All Students Learn

4.a Curriculum and Experiences

Cooking Club 6th Grade AASL Skills A cooking club will be implemented for one month with al
1.1.4 Find, evaluate, and select appropriate sources sixth grade classes. One week before the program begins
to answer questions. media specialist will advertise the program by creating a dis
1.1.8 Demonstrate mastery of technology tools for the hallway outside the media center. The display will incl
accessing information and pursuing inquiry. table covered with a red and white checkered tablecloth w
1.2.2 Demonstrate confidence and self-direction by picnic basket and books about different cuisines on the tab
making independent choices in the selection of sign posted about the display will say, “Coming Soon! Sixth
resources and information. Cooking Club!”
3.2.1 Demonstrate leadership and confidence by
presenting ideas to others in both formal and Classes will meet once per week for 50 minutes. The purp
informal situations. the cooking club is to engage middle school students in the
4.1.8 Use creative and artistic formats to express ways to use the media center for research, learning, coopera
personal learning. a group, and learning new information in a fun way.
AASL Standards
3.1 Efficient and Ethical Information-Seeking Week one will consist of introducing four different type
Behavior cuisines: American, Chinese, Italian, and Mexican. The m
3.2 Access to Information specialist will present this information through a variety of s
3.4 Research and Knowledge Creation such as books, YouTube videos, and websites.
ISTE
1. Creativity and innovation-Students demonstrate Week two will involve dividing each class into four groups
creative thinking, construction knowledge, and group will be assigned a different cuisine: American, Chin
develop innovative products and processes using Italian, or Mexican. Group members will work together an
technology. different resources in the media center to create an original
 3. Research and information fluency-Students apply related to the cuisine assigned to that group. Toward the end
digital tools to gather, evaluate, and use information. library period, a spokesperson from each group will presen
4.Critical thinking, problem solving, and decision recipe to the rest of the class.
making – Students use critical thinking skills to plan
and conduct research, manage projects, solve Week three will continue with the same groups working wi
problems, and make informed decisions using same assigned cuisine. This week each group will again w
appropriate digital tools and resources. together, using different resources in the media center, to cr
CCGPS three course meal related to the cuisine assigned to that grou
1.1.6 Read, view, and listen for information meals will be displayed on the wall in the hall outside the m
presented in any format in order to make inferences center. Each sixth grade student can vote for their favorite
and gather meaning. Once all votes are in, the media specialist will count the vot
1.2.3 Demonstrate creativity by using multiple determine the winning meal. Over the weekend, she will use
resources and formats. center funds to purchase ingredients needed to cook the wi
3.1.1 Use technology and other information tools to meal.
organize and display knowledge and understanding
in ways that others can view, use, and assess. Week four will involve each of the four sixth grade clas
preparing the winning meal. Each class will be divided into
groups. Each group will be assigned one course. Each grou
work together as a team to follow the directions for the reci
their assigned course. Toward the end of the period, the stu
will be allowed to eat and enjoy the meal they created togeth
group.

http://www.actionforhealthykids.org/tools-for-schools/15
healthy-cooking-club

https://www.slj.com/?detailStory=how-to-start-a-baking-cl
the-library

https://blogs.voanews.com/all-about-america/2015/05/18/to
most-popular-ethnic-cuisines-in-us/

Poetry Month 6th-8th AASL -Year Two will have the same programs as year one, excep
2.4.1: Learners demonstrate empathy and equity in will be a new speaker for the 6th and 7th grade student
knowledge building within the global learning -There will also be new poems given to the teachers to read
community by seeking interactions with a range of of the daily poem reading.
learners.
5.3.1: Learners engage with the learning community
by expressing curiosity about a topic of personal
interest or curriculum relevance.
 Year 1 Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Ap

Project Homeroom STEM Club Pumpkin Quickie Quickie Poe

Helpers Banned Patch Course Course M
Books

Homeroom STEM Club STEM Club STEM Club STEM Club STEM Club STEM Club STE
Helpers Homeroom Homeroom Homeroom Homeroom Homeroom Homeroom Hom
Helpers Helpers Helpers Helpers Helpers Helpers H

Year 2 Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr

Project Club TOME Banned Cooking Quickie

Lunch Books Club Course
Bunch
STEM Club STEM Club STEM Club STEM Club STEM Club STEM Club STEM Club STEM
Club TOME Club TOME Club TOME Club TOME Club TOME Club TOME Club TOME Club
Lunch Lunch Lunch Lunch Lunch Lunch Lunch Lunc
Bunch Bunch Bunch Bunch Bunch Bunch Bunch Bu

References

(n.d.). Retrieved from https://www.armoredpenguin.com/crossword/Data/2011.09/2216/22160918.699.html

12 Banned Books Week Classroom Activities. (n.d.). Retrieved from http://www.teachhub.com/banned-book-

week-activities

30 Ways to Celebrate National Poetry Month. (2018, March 26). Retrieved from https://www.poets.org/national-

poetry-month/30-ways-celebrate-national-poetry-month

36 Resources for STEM Project-Based Learning Activities. (2018, July 20). Retrieved from

https://globaldigitalcitizen.org/36-stem-project-based-learning-activities

American Library Association. (n.d.). Retrieved from https://www.ala.org/

Autumn Facts, Worksheets, Information & Key Characteristics For Kids. (2018, September 24). Retrieved from

https://kidskonnect.com/holidays-seasons/autumn/

Banned Books Week 4 Teens. (2016, September 12). Retrieved from

http://www.programminglibrarian.org/blog/banned-books-week-4-teens

Blackout Poetry. (n.d.). Retrieved from https://www.scholastic.com/teachers/blog-posts/john-

 depasquale/blackout-poetry/

D. (2015, August 10). Top 10 Most Popular Ethnic Cuisines in US – All About America. Retrieved from

https://blogs.voanews.com/all-about-america/2015/05/18/top-10-most-popular-ethnic-cuisines-in-us/

Jocelyn, T. (n.d.). Healthy Cooking Club. Retrieved from http://www.actionforhealthykids.org/tools-for-

schools/1516-healthy-cooking-club

Mata, W. (2016, June 23). 10 Benefits of Technology in the Classroom. Retrieved from

https://centretechnologies.com/importance-of-technology-in-the-classroom/

National Science Teachers Association - NSTA. (n.d.). Books & Resources. Retrieved from

https://www.nsta.org/publications/news/story.aspx?id=57121

Paired (or Partner) Reading | Classroom Strategy. (2017, December 20). Retrieved from

http://www.readingrockets.org/strategies/paired_reading

Tome Student Literacy Society. (n.d.). Retrieved from http://www.tomesociety.org/

Tomsu, L. (n.d.). How To Start a Baking Club at the Library. Retrieved from

https://www.slj.com/?detailStory=how-to-start-a-baking-club-at-the-library

Wolz, J. (2018, May 04). 25 Slam Poems Appropriate for Middle School and High School. Retrieved from

http://teacheroffduty.com/20-slam-poems-you-can-use-in-your-classroom-tomorrow/