LIBRARY MEDIA SKILLS OBJECTIVES:

1. The student will locate the different parts of a book.
2. The student will define the parts of a book and their functions.
3. The student will know the difference between fiction, nonfiction, and biography.
4. The student will have a clear understanding of author and illustrator.
5. The student will understand the Caldecott and Newbery Awards selection criteria.

CURRICULUM OBJECTIVES:

1. The student will comprehend the process by which and idea gets published.
2. The student will demonstrate cooperatively the selected book type in the production of a book.
3. The students will take an idea through the process to the published form of a book.

INSTRUCTIONAL ROLES:

The classroom teacher and library media specialist work cooperatively on this unit.

ACTIVITY AND PROCEDURES FOR COMPLETION:

1. The teacher introduces creative writing through author videos, such as "Getting to Know Maurice Sendak", "Animating Harold", and "Meet Jack Prelutsky".
2. The library media specialist leads a general discussion about books.
3. Introduce the parts of a book by using children's checked out selections and review the different types of books (fiction, nonfiction, and biography).
4. Explain the Caldecott and Newbery Awards' selection criteria. Distribute the "self-evaluation book writing rubric." The classroom teacher evaluates the students' comprehension of the previous lesson by using an overhead of the "Parts of a Book." Students re-tell what each part and function is as the teacher points to the part.
5. Invite a "writer in Residence" to visit the library media center to demonstrate the steps in writing a book. "Dummies" of the author's original writing along with the illustrator's and editor's copies may be shared. Students are given individual notebooks to use as idea journals after visiting with the author. These idea journals are brought to the next library media class with ideas for their books.
6. The library media specialist demonstrates the parts of a story by using a story web: beginning, middle, and ending. Give the students a story web outline to use as a model for their story.
7. Students are then divided into small cooperative groups. Explain the related responsibilities of each position in the group: author, illustrator, publisher, designer, printer, promotion director, salesperson, and librarian. The book project is reviewed and assignments for next class are given. Cooperative groups decide on individual responsibilities and begin "brainstorming" for their rough draft.
8. Students submit their rough draft to the editor (library media specialist). After review, the library media specialist returns the drafts along with the Editor's Marks handout to be used for self-evaluation of the proofreader and group. The proofreader submits the draft to the classroom teacher complete with editor's marks.
9. Cooperative groups work during class time to add illustrations to their literature. If groups elect to type the text, this can be done in the classroom, computer class, or in the library media center.
10. Completed books are laminated and bound. Each group selects a member to read the finished literature to the library media class from the "author's chair."
11. Books are displayed in the library media center for check-out.

FOLLOW-UP:

1. Students may individually complete the "Parts of a Book Crossword Puzzle." (Teaching Library Skills, p. 104.)
2. Students may use the selection criteria to award a school "Caldecott" for one of the group's books. Honor book awards can be presented to the remainder.
3. Students may formally invite parents, faculty, and students to a popcorn and book presentation party.