Crissy Turner - Collection Development Plan - FRIT 7134

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  • 1. Crissy J. Turner Collection Development Assignment FRIT 7134 – Fall 2012 September 30, 2012 DESCRIPTION OF SITE AND LEARNERS I am a third grade teacher at Worth County Elementary School (WCES) which is located in Sylvester, Georgia. There is one primary school, one elementary school, one middle school, and one high school. At WCES, there are currently 699 students enrolled. WCES is located a farming community with 64% percent of students qualifying for the free or reduced lunch program. There are 44 certified teachers, three administrators, and 13 classified staff members. WCES is a two year old school boasting with technology in the classroom. Every classroom is equipped with an LCD projector. Fourteen classrooms have Promethean Boards. The rest has access to other technological devices such as a MOBI. Our school has a 30 seat computer lab with weekly transition for all classes to enjoy. Our school also boasts of a full time art teacher and music teacher as well as a gifted resource teacher and science lab teacher. Our school depends on our media center to aid teachers in the development of the lessons we teach. Our media center is strategically located at the center of the school and boasts a collection of about 23,661 books, which gives the school an average of about 33 books per student. Our school media center has five computers that are loaded with Destiny – our online catalog. According to the 2010 census, Sylvester, Georgia has about 6,188 residents, and Worth County has 21,679 residents. Of that total, 699 students are registered students at WCES. There are twelve third grade teachers, twelve fourth grade teachers, and twelve fifth grade teachers at WCES. There are four gifted classes in each grade, but they are mixed of gifted and middle to low students. Two of the remaining eight are identified as English learners (EL) classrooms with teachers who are trained in EL courses. Of the remaining six classes, two are inclusion classrooms, and the other four are heterogeneously mixed. Of the 699 students, only six are EL. Early Intervention Plan (EIP) students are mixed into every classroom. We have a pull-out reading resource paraprofessional who works with Tier 2 students under the Response to Intervention plan. We have two pull – out teachers who work on with math Tier 2 students.
  • 2. CURRICULUM REVIEW For this activity, I have chosen to focus on Paul Revere. This subject is taught in third grade. The following standards are addressed within this unit: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. a. Paul Revere (independence) SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. a. Identify on a political map specific locations significant to the life and times of these historical figures. b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures. c. Describe how each of these historical figures adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historical figures and their ideas across time. e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification. SS3CG2 The student will discuss the character of different historical figures in SS3H2a. a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership. b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression. c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
  • 3. Standard Concept Tasks/Activities/Products Resources SS3H2 Revolu- tionary War and Paul Revere • Identify who was fighting in the Revolutionary War. • Identify the fight for independence. • Identify the leaders of the countries involved and motivation behind getting involved in the war. • Identify key battles of the Revolutionary War. • Identify Paul Revere. • Identify Paul Revere’s part in the War. 1. Media Resources: trade books, nonfiction books, DVDs/other videos/CDs 2. Social Studies textbook 3. Internet 4. Pencil, paper, and markers SS3G2 Map Skills • Identify on a political map specific locations significant to the life and times of Paul Revere. • Describe how place (physical and human characteristics) had an impact on the life of Paul Revere. • Describe how Paul Revere adapted to and was influenced by his environment. • Trace examples of travel and movement of Paul Revere and his ideas across time. • Describe how the regions in which Paul Revere lived affected his life and had an impact on his cultural identification. 1. Trade Books 2. Videos/DVDs/CDs 3. Internet 4. Maps and globes 5. Paper, pencils, and markers.
  • 4. SS3CG2 Positive Character Traits • Discuss cooperation, diligence, courage, and leadership. • Discuss how Paul Revere used positive character traits to support beliefs in liberty, justice, tolerance, and freedom of conscience and expression. • Discuss how Paul Revere chose to show respect and accept authority. 1. Character trait books 2. Journal books 3. Pencils and paper COLLECTION REVIEW My first step in completing this collection development assignment was to look at the standards for this subject. I carefully took notes on what would be needed, and then took a personal inventory in my classroom. I then took inventory of what was housed in the media center at my school. I looked up Paul Revere and the Revolutionary War on the Destiny program that my school uses. I then printed a copy and looked for them in the media center. In my media center, the nonfiction section is clearly marked with the Dewey decimal range. Fictional books are found in the other part of the media center organized by Accelerated Reader (AR) level. After looking at what books were suggested to me, I began my search for them. Most books were old, but in good shape. I also noted that there was usual wear and tear on them, but nothing that would hinder me using them. After speaking with the media specialist about the low number of books that were available, she noted that while they may be old, they were still accurate and factual and could be used to teach the subject. Summary of collection needs: 1. Choose multiple resources from all levels. After interviewing teachers about what levels their student were on, I decided that I need a broad band of levels. Therefore, I decided that I need first grade all the way to eighth grade. There are very few books to choose from. I need multiple books. 2. Because the standards are also about map skills, I need to choose books and other resources that will help students learn how to use a map.
  • 5. 3. Teachers have noted that the video section is insufficient, so I need to find several videos on all types of levels to cover the broad band of levels of students. BUDGET SUMMARY After careful consideration, I searched multiple websites and book companies to find a multitude of resources that teachers would be able to use in order to teach about Paul Revere. My estimated budget is $3835.46. All of these items can be found on https://sites.google.com/a/georgiasouthern.edu/crissy-turner/. I believe I have covered the standards with several resources such as books, DVDs, CDs, online materials, and other manipulatives. See the Excel spreadsheet for specific titles.
  • 6. 3. Teachers have noted that the video section is insufficient, so I need to find several videos on all types of levels to cover the broad band of levels of students. BUDGET SUMMARY After careful consideration, I searched multiple websites and book companies to find a multitude of resources that teachers would be able to use in order to teach about Paul Revere. My estimated budget is $3835.46. All of these items can be found on https://sites.google.com/a/georgiasouthern.edu/crissy-turner/. I believe I have covered the standards with several resources such as books, DVDs, CDs, online materials, and other manipulatives. See the Excel spreadsheet for specific titles.