2. This year, students will be engaging in an activity called
“Battle of the Books”. In this program, students will group into
teams of 3-4 students and work as a group to read all of
the2010-2011 Mark Twain or Truman Award books (based on
reading or grade level). Throughout the school year as students
read, the librarian will provide opportunities for book
chats, wikis, and graphic organizers where students can keep
track of the details of each book. In February, students will
compete in a battle, putting one team against another to test
their knowledge of the award books. Winning teams will advance
through the competition, resulting in one winning team per
grade level.
3. Spring prior to Battle: Librarian receives list of award nominees and begins
reading and developing questions.
September: Librarian unveils promotion to students.
- Students begin forming teams.
October - January: Students read books.
- Librarian offers wiki discussion boards, book chats, and
organizational materials.
- Librarian conducts "mini-battles" of one question each to help keep
students enthusiastic and engaged.
February: Battle of the Books!
- Initial rounds conducted during class library visits.
- Final rounds conducted in an assembly.
March: Eligible students vote for their favorite award books.
4. 2010 - 2011 Mark Twain Award Nominees
Seer of Shadows, Avi
The Magic Half, Annie Barrows
Margret and Flynn, Kathleen Duey
Found, Margaret Peterson Haddix
Go Big or Go Home, Will Hobbs
Stolen Children, Peg Kehret
School Spirit, Elizabeth Cody Kimmel
Safe at Home, Mike Lupica
The Totally Made Up Civil War Diary of
Amanda MacLeish, Claudia Mills
Bringing the Boy Home, N.A. Nelson
The Leanin' Dog, K.A. Nuzum
The Mysterious Case of the Allbright
Academy,
Diane Stanley 2010 - 2011 Truman Award Nominees
Chains, Lauren Anderson
Compound, Stephanie Bodeen
The Hunger Games, Suzanne Collins
Jump the Cracks, Stacy DeKeyser
Other Side of the Island, Allegra Goodman
Gone, Michael Grant
Otherworldlies, Jennifer Kogler
Boost, Kathryn Mackel
Suck It Up, Brian Meehl
Adoration of Jenna Fox, Mary Pearson
White Gates, Bonnie Ramthun
Youngest Templar: Keeper of the Grail,
Michael Spradley
5. Consider the following topics while reading:
Who are the main characters? What are they like?
What is the setting of the story?
What is the main conflict (or problem) in the story?
How is the conflict resolved?
What lesson does the story teach?
Which characters change during the course of the story?
If you think of questions that you would like to ask of other students who are
reading your book, click on the "Discussion" tab at the top of the wiki. Ask a
question - or give an answer!
6. Consider making the following modifications to accommodate for diverse learners:
Audio books
Braille books
Pairing students together to read books so they can ask questions and talk about
the book as they go.
Match students up with the book list (Mark Twain or Truman Award) that more
closely fits their reading level.
Help students to create diverse teams of various strengths, interests, and genders
so students can rely on one another.
Provide opportunities (potentially before or after school) for students to talk about
the books they are reading and ask questions when they need clarification.
Develop a wiki discussion board where students can discuss the books they are
reading without the pressure of asking questions in person. Be sure to provide
instruction to those students who are not already familiar with how to use a wiki.
For an example of a wiki discussion board, check out the discussion tab at the top
of this page.
Provide graphic organizers where students can take notes as they read to help
them keep track of each book's distinct characteristics. For examples of graphic
organizers, check out Organizational Ideas.
7. For various organizational ideas, please see
the end of this packet.
8. At the back of this packet you will find the
following promotional materials:
◦ Student Flyer
◦ Parent Letter
◦ Principal Memo
9. ALA Standards for the 21st-Century Learner
1.1.9 – Collaborate with others to broaden and deepen understanding.
1.3.4 – Contribute to the exchange of ideas within the learning community.
1.4.3 – Monitor gathered information, and assess for gaps or weaknesses.
2.1.2 – Organize knowledge so that it is useful.
2.1.5 – Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
3.1.2 – Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 – Use writing and speaking skills to communicate new understandings effectively.
3.2.3 – Demonstrate teamwork by working productively with others.
3.2.2 – Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas
during group discussions.
3.3.3 – Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common
concern.
4.1.1 – Read, view, and listen for pleasure and personal growth.
4.1.3 – Respond to literature and creative expressions of ideas in various formats and genres.
4.1.6 – Organize personal knowledge in a way that can be called upon easily.
4.2.4 – Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
4.4.1 – Identify own areas of interest.
4.4.3 – Recognize how to focus efforts in personal learning.
Missouri GLEs
Communication Arts - R1 - Develop and apply skills and strategies to the reading process.
Communication Arts - R2 - Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from
a variety of cultures and times.
MoSTEP/ NCATE/ AASL Standards
1.5.1.2 - Candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of
ideas and information.
1.5.1.2 d - Candidates promote the importance of reading among all students through reader advisory services and reading motivation
activities.
1.5.1.2 f - Candidates instill a sense of enjoyment in reading in others that leads to lifelong reading habits.
1.5.1.2 g - Candidates select materials in multiple formats to address the needs and interests of diverse young readers and learners.
1.5.2.1 c - Candidates support the learning of all students and other members of the learning community, including those with diverse
learning styles, abilities and needs.
10. Dix, Suzanne Liacos. “Waging a Battle to Promote Reading.” Library
Media Connection 28.5 (2010): 20-22. WilsonWeb. Web. 2 July 2010.
Grade Level Expectations 2.0. DESE. Oct. 2008. Web. 11 July 2010.
"Graphic Organizers for Reading Comprehension." Scholastic. n.d. Web. 11 July
2010.
MASL. Mark Twain Readers Award. MASL. n.d. Web. 11 July 2010.
MASL. Truman Readers Award. MASL. n.d. Web. 11 July 2010.
Sanchez, Mariely. "When You Read, Ask Yourself!" Reading Graphic Organizers and
Printables. n.d. Web. 11 July 2010.
Standards for the 21st-Century Learner in Action. Chicago: AASL, 2009.
All images taken from:
"Images and More." Microsoft Office. n.d. Web. 11 July 2010.
