LIBRARY VISIT ONE:

Preparation for visit one: Classroom teacher builds interest. Students are motivated with the opportunity to self-select leisure reading, and the opportunity to give voice to their opinions (vote) for their favorite title among the ten books on the prepared list.

1. On the first day in the library, the co-operating teacher and the librarian alternately present book talks (3-5 minutes) of all ten titles.

2. Based on the book talks, students pick a book. Many copies of each title are available. (We had 10 of each. This is a BIG motivator.)

3. Read at least one book over the next 3 weeks.

4. Many students will accept the challenge to attempt to read ALL ten titles. They can exchange one book for another anytime by coming to the library. Teachers, coaches, administrators, etc. can be coxed to participate by challenging or being challenged by the student readers.

LIBRARY VISIT TWO: (after a 3 week interval)

Homework preceding visit two: The night before, the co-operating teacher asks students to write a personal opinion journal entry. They are to identify what they liked and what they disliked about the first title they read.

1. Next day in the library, groups are formed with 3-4 students each. Students are grouped with others who have read the same book. They are only responsible to consider together what they LIKED and DISLIKED about that book. They will record their opinions on the worksheet provided and come to a group consensus on how many stars their book deserves. Give them time to discuss. (You will be amazed that they are really sitting together talking about books-literature circles!)

2. Collect the 4-star rating sheet from each group. Save them for the group to reference later when they are writing their own BOOK REVIEWS.

3. Divide the class in half. Send one half to select new books. Take the other half to the computers to find REVIEWS of their title on amazon.com and/or barnesandnoble.com. After they read multiple reviews, have their group select three of the best to print. These will serve as models and motivators later when they write their own BOOK REVIEWS.

4. Alternate groups and repeat.

Follow up in class: The co-operating teacher presents a lesson on writing a BOOK REVIEW. Discuss the guidelines for REVIEW writing including those published on amazon.com. Students each utilize the computer to write their own REVIEW. They have the option to send their BOOK REVIEWS on-line to amazon utilizing the "under 13 format" which protects privacy/identity. They can see their opinions published on-line! Collect and save the paper copies of the BOOK REVIEWS for later use.

5. Read at least one book over the next 3 weeks.

LIBRARY VISIT THREE: (after another three week interval)

1. Analyze book covers. Begin a discussion of book covers as tools for making predictions about the book and its intended audience. Display a variety of covers to compare and contrast. Make sure some are compelling and others are dull. (You can use this as an opportunity to introduce them to additional titles by the authors on the list, or to familiarize them with other books of their favorite genre.) Together create a list of qualities the class deems significant to be included on a "successful" cover e.g. it teases, it grabs your eye, it hints at the theme of the story, it targets a particular age group, it helps one make accurate predictions about the book, etc.

2. Divide again into small groups as on the last visit. Each group will utilize the worksheet provided to analyze the cover of the same book focused on in their group in previous weeks. Have them fill the sheet out as a group and again come to consensus as to how many stars the cover deserves. (This is the second opportunity to discuss books in small groups-literature circles? and to rate the book.)

3. Collect the 4-star rating sheet from each group. Save them with the prior rating sheets, and the BOOK REVIEWS. Combine these three items for each title/group to create a STUDENT REVIEWS notebook. This product will be housed permanently in the library as a resource to assist future students in personal book selection. (Our student reviewers become the experts!)

4. Allow time for book selection.

LIBRARY VISIT FOUR: Last scheduled visit. (again after a 3-week interval)

Homework preceding visit four: Students are to write a persuasive essay (in their journal?) at least 3 paragraphs in length to convince their classmates to vote for the book they themselves liked the best among the ten. It must be in good form preceding this library visit as they may be asked to read it aloud.

1. In the library, assemble for the last time in their small groups. Ask each group to make one list of common characteristics among the three or more books they have read. What similarities do they detect? (Optional to provide a worksheet for this activity)

2. Reassemble as one large class. Work together to project what the class believes to be the criteria used by the Black-Eyed Susan Committee to select books for this year's list. Utilize the similarities identified by the small groups as a starting point. Record on the board/overhead

3. Work with them to expand their ideas sufficiently that the class can create a list of their own suggested criteria. Develop and publish the criteria. (Mail it to the committee along with your votes, if you wish!)

4. Prepare to cast individual votes for their favorite among the ten books.

5. First have selected students share their persuasive pieces (homework) aloud to build interest before the voting. The co-operating teacher should prescreen their persuasive pieces, attempting to include at least one for each title.

6. After building as much suspense as possible, pass out numbered ballots (you have prepared) to each student. Vote. Collect ballots.

7. Count and share the results!

RECOGNITION:

Plan something special to honor those students who have read ALL ten books. Ask your principal or PTA to help fund this. New books by favorite authors on the list, gift certificates, special school privileges, school sweatshirts etc. are some of the possibilities that have been used.

Make sure the student's names are honored publicly throughout the school and community. Use the school paper, its web site, bulletin boards, morning announcements, and/or the school newsletter home, etc. to spread the recognition.
(This also markets your program for next year.)

EXPENSE:

In six years of funding a similar program, the cost has hovered around $1100 to purchase ten copies of each of the titles. Econo-Clad packages the Black-Eyed Susan books with promotional pricing here in Maryland. Place your order in May before leaving school with the understanding that you will have guaranteed shipping by August 15. It is important to be clear on the guarantee, as one year the books arrived from a vender in dribs and drabs and no effective program could be established.

FUTURE:

Next year we are hoping to run the four-lesson sequence with a class as early in the year as possible. We would then like to repeat the sequence as many times as possible with other classes. We hope we can have students from the earlier classes take on the role of presenting the book talks to each new class. We like the idea of the students owning more and more of the program.