1. Eighth Grade Health
In a study of the Human Immunodeficiency Virus (HIV) infection and sexually transmitted diseases, the teacher and
library media specialist create an activity that has students playing the role of scriptwriter for their favorite television
show. Each group of students chooses from a list of sexually transmitted diseases. They write an episode for their
favorite network TV program, weaving into the storyline information about the disease, its symptoms, the possible
cures or treatments, and the consequences characters must face as a result of lifestyle choices. Since this is for
network TV, the script has to be appropriate for family viewing. The teacher and library media specialist introduce
the unit together, using appropriate terminology for each step of the information search process and answering
questions from the excited class. Groups brainstorm information that each will need to find out about its disease.
Since the library’s collection of health books is somewhat dated, subscription databases and selected free Web sites
will be introduced by the library media specialist. She reviews the various search features and the library’s printing
policy. She also instructs them in Web site evaluation, cautioning students about questionable health sites. She
required that students turn in evaluations for each site they use that she did not provide. Students understand that
they should copy and paste sections from Web sources to a word processor instead of printing entire Web sites!
The teacher instructs the class on efficient note-taking and allows them to begin their research. The library
media specialist and teacher walk from group to group helping as needed. When students finish taking notes, the
language arts teacher works with them on drafting a script for their episode of the television show. She instructs in
dialog writing and authentic voice. Students understand that they must choose a show that lends itself to this type of
content. Students must add, in a serious manner, the information located about their disease. The groups write a final
version of the show (of course, it is not exactly the same length as a real episode). The teacher does not require a
bibliography due to the factual nature of the information gathered by the students.
As a conclusion after the teacher assesses the scripts for accuracy, each group presents a readers’ theater so
that the individual members of the class can take notes on the particular diseases. Each student fills in a chart that
will compare and contrast each disease. They use the chart to study for a quiz. The library media specialist creates
an informal written self-evaluation on the experience for individual students to complete.
Instructional scenario modified from: McGhee, M. W. and Jansen, B. (2005). The Principal’s Guide to a Powerful
Library Media Program. Worthington, OH: Linworth Books.
ELA TEKS skills that are directly taught Additional ELA TEKS skills that students practice
as a result of the activities
Activity by B. Jansen, 2009.
