Reading promotion project

This is a reading promotion project that is designed for middle school children. This
would be a project where students compile information about a chosen historical figure to write a
fictionalized diary of an important time period in that figure's life and create a costume for that
figure. They would be able to dress up as that person and attend a party where other students
would try to figure out based on their diary and their knowledge who they were. The person who
guessed the most right would be able to get a leather journal for them to keep diary for
themselves. This would provide students the opportunities to use a variety of the resources
available to them in the library. They would be able to use both the physical and electronic
books as they researched their historical figure. As they gathered data about their lives, they
would have the opportunity to look at both primary and secondary sources. Students would have
access to biographies and autobiographies, as well as reference material that discusses the lives
of their figures. This project would also give them the opportunity to put the Makerspace of the
library into use, especially for libraries that have a sewing machine that students can use to create
their costumes. Students would be learning not just what the period fashion of their historical
figure would be, but also how to make those fashions themselves.
It would provide multiple opportunities for the teachers and the librarian to collaborate as
well. This project would call for the expertise of a number of different specialties. The history
teacher would be able to collaborate with the librarian to create a list of suggestions for possible
figures, as well as a list of possible resources for those figures. The English teacher and the
librarian could work together to teach students how to take the historical information that they
have gathered and to use that in a creative writing fashion. The Art teacher and the librarian
could collaborate together to help students to create their costumes, whether they want to sew
their costumes themselves or piece it together with existing pieces in their own closet and
supplement them with an art project they create at school.
This project would be open to all students who want to be able to participate in a special
party on Halloween. Students who already have an interest in cosplay would find themselves
able to learn new techniques and apply their existing skills to a real life historical replication.
Students with learning disabilities or lower reading skills could also be accommodated. They
could have the option to instead of writing out a whole fictional diary, they could write about
why they chose the figure they did and what was their favorite thing to learn about that character.
They would still be able to dress up and pretend to be their character for the party as well.
Students where English is their second language could use this opportunity to teach other
students about a famous figure in their culture. It would provide bonding opportunities for
students to understand a little more about where these students have come from.
Assuming the participation of 150 students, I would spend approximately $200 for candy,
popcorn, juice, and cups. I would also provide each student with a journal to create their diaries
in. A six-pack of lined notebooks is $11.20, enough for 150 students would cost $280. A special
journal for a prize is $25. I would buy 25 yards of both ivory and black lining fabric that would

cost $26.00 for the ivory and $23.00 for the black. I would advertise this project, for students,
primarily in the cafeteria. This is the one area in the school that most all students go through at
least once a day. It is also where they have the most opportunity to socialize with their peers
there. Students are more likely to participate in a program like this if they can join in with
someone else. I would also work with their various teachers to encourage them to participate. If
teachers would even offer them extra credit opportunities to participate, I would be able to reach
students who do not normally read or participate in programs like this before. Included below, in
the proposal for administration, are the number of both Common Core and AASL standards that
this project would allow students to work towards.

HISTORICAL FIGURES READING PROMOTION
PROPOSAL
Description
Thisis a readingpromotionprojectthatisdesignedformiddle school children. Thiswouldbe aproject
where studentscompile informationaboutachosenhistorical figure towrite afictionalizeddiaryof an
importanttime periodin thatfigure'slife andcreate acostume forthat figure. Theywouldbe able to
dressup as that personandattenda party where otherstudentswouldtrytofigure outbasedontheir
diaryand theirknowledgewhotheywere. The personwhoguessedthe mostrightwouldbe able toget
a leatherjournal forthemtokeepdiaryfor themselves
Collaborativeopportunitiesfor teachers and librarians
This promotion provides a number of opportunities for the librarian to collaboratewith different teachers.
Teachers and librarians will get the chanceto co-teach a number of lesson plans thatallowstudents to interact
with the same material throughout a variety of disciplines.Itwill also provideopportunities for teachers who
generally do not work together to have a hand in the sameproject. For example, the artteacher would have the
opportunity to work with the history teacher to turn historical factinto a real lifecostume for students. Teachers
would also get the opportunity to participatein the Halloween party and see their influenceand teachingcome to
lifeas their students reenact their historical figures.
Common Core standards
This projecthelps students learn a number of their Common Core standards:
CCSS.ELA-Literacy.RL.6-8.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Analyze how an author develops and contrasts the points of view of different characters
or narrators in a text.
Compare and contrast a fictional portrayal of a time, place, or character and a historical

account of the same period as a means of understanding how authors of fiction use or
alter history.
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed
at the high end of the range
CCSS.ELA-Literacy.W.6-8.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6-8.3.a
Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
CCSS.ELA-Literacy.W.6-8.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
CCSS.ELA-Literacy.W.6-8.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another.
CCSS.ELA-Literacy.W.6-8.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
CCSS.ELA-Literacy.W.6-8.3.e
Provide a conclusion that follows from and reflects on the narrated experiences or
events.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 7
here.)
Use technology, including the Internet, to produce and publish writing and link to and
cite sources as well as to interact and collaborate with others, including linking to and
citing sources.

Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.ELA-Literacy.W.7.9.a
Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional
portrayal of a time, place, or character and a historical account of the same period as a
means of understanding how authors of fiction use or alter history").
CCSS.ELA-Literacy.W.7.9.b
Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the
argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims").
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text's description of a process related to history/social studies
(e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-
8 text complexity band independently and proficiently.

CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
CCSS.ELA-Literacy.WHST.6-8.2.b
Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2.c
Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
CCSS.ELA-Literacy.WHST.6-8.2.d
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
CCSS.ELA-Literacy.WHST.6-8.2.e
Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2.f
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase

the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
Draw evidence from informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences
AASL Standards
1.1.2 Use prior and background knowledge as context for new learning
1.1.3 Develop and refine a range of questions to frame search for new understanding
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness to needs, importance, and social and cultural context.
1 .1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of view
or bias.
1.1.9 Collaborate with others to broaden and deepen understanding.
1 .3.2 Seek divergent perspectives during information gathering and assessment.
1.3.4 Contribute to the exchange of ideas within the learning community
2.1.1 Continue an inquiry-based research process by applying critical thinking skills
(analysis, synthesis, evaluation, organization) to information and knowledge in order to
construct new understandings, draw conclusions, and create new knowledge.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern
of evidence leads to a decision or conclusion.
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.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both
formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning
situations and by contributing questions and ideas during group discussions.
3.3.2 Respect the differing interests and experiences of others and seek a variety of
viewpoints.
3.3.3 Use knowledge and information skills and dispositions to engage in public
conversation and debate around issues of common concern.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
4.1.1 Read, view, and listen for pleasure and personal growth
4.1.2 Read widely and fluently to make connections with own self, the world, and
previous reading.
4.1.3 Respond to literature and creative expressions of ideas in various formats and
genres

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