1. Middle School 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 make about 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 requires that students turn in evaluations for each site that 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).
As a conclusion, each group presents a readers’ theater. The librarian and teacher film each group, who
then edits its own video and uploads it to TeacherTube <http://www.teachertube.com>. As the class watches the
videos, 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. Both teacher and librarian assess the work.
Instructional scenario from: McGhee, M. W. and Jansen, B. (2010). The Principal’s Guide to a Powerful Library
Media Program. ABC-CLIO/Linworth Books. (in press)
Big6 Steps and Activities ELA TEKS Research Skills
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