Quick Programming Ideas 4

 Important Latin American Women

Library/Information Skills Lesson Plan

Cross-curricular subject areas: English Language Arts, History, Spanish Language     

Grade level: 11th grade

Topic: Influence and Power Found with Latin American Women

Lesson Objective: The learners will be exposed to various influential women of Latin American descent, as well as their life stories and contributions.

21st-Century Skill Objectives: I. INQUIRE: Build new knowledge by inquiring, thinking critically,

identifying problems, and developing strategies for solving problems. Learners display curiosity and

initiative by formulating questions about a personal interest or a curricular topic. 

Materials needed: 

• a variety of books in various formats for students to browse
• include books by Latin American women authors, such as Julia Alvarez, Nona Fernandez, Isabel Allende, Isabel Ibanez, Samantha Mabry, Jennifer de Leon, Elizabeth Acevedo, Jenny Torres Sanchez, Laura Taylor Namey, Guadalupe Garcia McCall, Viola Canales, etc. 
• Papers and pencils for reading lists

Instructional Procedures: Begin by introducing the topic. Ask students to name women authors that they have read works from in class or for pleasure reading. You can create a list of authors as they are giving you names. You should also have a small display area with different titles by Latin American women authors. You can include titles by the names provided above, or others. Try to have as many as you can. 

           

It would be beneficial to include recent books that have won awards. Try to provide book reviews. You can also provide readers with a "to read" list so that they can add titles that can be added to their reading lists. You should provide them with 10-15 minutes for them to browse specific titles that they may be able to check out. 

Closing: As the readers to fill out an exit ticket. You can use the 3-2-1 model or adaptation, where they can write three things they learned, two things or authors they want to learn more about, and one title which they will check out and read. You can also ask them to answer why that particular book was appealing to them.

Assessment: Informal assessment as observation while students browse resources, and shelves, and interact with each other. Make sure you walk around to assess student learning and participation. Ask students what drew them in about the titles they add to their reading lists. 

Large #2

 Large #2- Family Literacy Night

Promotional Materials: 

https://animoto.com/play/AAspCPQirFJrBwF7ru199Q

Planning: Designate a time period for the most contributors to participate. You will want to ask community members if they are willing to participate by starting the session by conducting a read-aloud. If so, what would they be expecting as compensation? Would this fall under volunteer hours or exposure and promotion? If guests will seek compensation, you will need to ask for guidance for funding and allotment. You must also plan:

• Will any local authors be willing to participate?
• Maybe you can invite the city mayor to come read for the event
• Family Literacy Night should be planned ahead of time, in early January, and set for April, preferably before STAAR testing.
• Seek guidance from administrators to ensure safety measures are in place and teachers can help monitor students
• Ask if you can have volunteers assist during the sessions
• Preferably, a school cafeteria, library, or other large space would fit the most amount of students and family members
• You can plan to coordinate with the school book fair. 

Preparations: 

School librarians, principals, and leadership teams should plan for this event ahead of time. Teachers and school librarians must collaborate to ensure that students and parents will have access to a vast variety of books they can read. This could include, but should not be limited to popular new titles, graphic novels, and audiobooks. Ensure there is enough space to hold a large amount of space comfortably. 

Qualifications: 

This event should be open to any student and participating parent in the school community. 

Procedures: 

1. Students & personnel will follow Mission CISD, or corresponding ISD, safety protocols

2. Students and staff will practice social distancing as best as possible before, during, and after the visit.

3. Hand sanitizer will be available at all times 

4. Students will sit evenly spaced as space permits.

5. Staff will monitor students to avoid congregation.

Purpose: 

Students and parents will enjoy a night of celebrating literacy and enjoying their time at the library. They will be able to hear from professionals living throughout the RGV and make personal connections, enhancing their literary understanding.

Students will have a writing task to complete the next class day which asks them to expand on what they learned during the literacy night, share their ideas, and connect this experience with their prior knowledge to successfully answer written responses. 

Pay-off: 

Participants will activate prior knowledge with their own experiences and reading. They will be able to connect writing, artistic ability, and freedom of expression with real-world applications. They will witness how reading can bring community members together which will help foster a love of reading. 

Multiple Days 3

Coding Robot at the Library

Suggested Level: Elementary 1-3                                                     Suggested Time: February 

Promotion: Begin promoting this creative activity beginning in early January. You may want to create a display centered around coding, robotics, engineering, and the people behind these fields of innovation. 

Purpose: Learners will be introduced to coding and robotics while exploring how innovation is used and valued across the community. 

                        

Learning Objective:  Students will work in groups to design and create an innovative robot model.

Materials Needed: 

• makerspace section with: paper, crayons, popsicle sticks, cardboard in various sizes, markers, tri-folds or posters, Chromebooks, and any other hands-on material they could use
• cardstock paper for a base
• glue
• cotton balls
• smartboard
• paper 
• pencils
• toilet paper roll core or gift wrap core
• Legos for coding activity

Instructional Process

Instructional Day 1: The school librarian will introduce coding and robotics with a read-aloud of Doll-E 1.0 by Shonda McCloskey. Ask students questions such as: 

• Why did Charlotte decide to upgrade her doll?
• What is the purpose of Doll-E?
• How can you turn unwanted items into something that is treasured?

Closing for the day: Hand out a blank sheet of paper to the learners and instruct them to draw a toy they own or would like to own and how they can upgrade to create their own 1.0 version. 

Instructional Day 2: Lego Coding Day! Introduce learners to coding by showing a short and fun introductory video. 

Give the task: They are to work collaboratively with a partner or their assigned groups for this task. Tell them they are to create patterns with the legos they have on their tables. They will have to draw the patterns they create as a group and write a few sentences explaining the code they came up with and what it would be used for. 

 

Actively monitor the students and offer guidance as needed.

Closing: As students finish their code and written explanation. Invite all learners to actively listen as each group presents their work. 

Instructional Day 3: Robot-making day! Learners will work with their groups to design and create a model of a robot or innovative toy. They can use anything from the makerspace area to create their robots. They will have to name it and write a description of the functions of the robot.

Actively monitor the students and offer guidance as needed. 

Closing: Display group works around the library to conduct a gallery walk and share with the campus. 

Community Involvement Opportunity: This would be a great opportunity to invite community members who work in the engineering field to discuss how coding and robotics can help the community.