Velvet FerrariCollection Development Plan AssignmentFRIT 7134 – Spring 2011February 26, 2011

DESCRIPTION OF SITE AND LEARNERS

I work at East Central Elementary School which is located in Rome, Georgia. It is one of

seven elementary schools in Floyd County. In this school district, there is also one middle

school, one high school, one alternative school, and four private schools. More than 60% of the

Rome City Schools' teachers and administrators hold a Masters, Education specialists, and/or

Doctoral degree. At East Central Elementary, there are currently 510 students enrolled. We

have 38% students who qualify for free lunch and 53% students who qualify for reduced lunch.

There are 35 certified teachers, 2 administrators, 23 classified staff members and 1 nurse. The

media center offers over 14,572 books for children to choose from, with 9,652 of these being

Accelerated Reader titles. This gives the school an average of 28.5 books per student. The

media center has around 400 titles in its audiovisual collection. Also in the media center is a

ceiling mounted projector, 10 desktop computers for research, AR, STAR test, and looking up

books using Safari; 2 VCR/DVD players for showing movies on the closed-circuit channels.

Rome, Georgia is located at the center of the Atlanta - Birmingham - Chattanooga

triangle. Known as the "Capital of Northwest Georgia," Rome was recently named the #1 Most

Livable City in the Southeast and the #1 Small City with the Best Health Care in the United

States. Floyd County, one of the 50 wealthiest non-metro cities in the United States, is the

economic hub and medical center of all of Northwest Georgia. Its renowned healthcare facilities

are home to more physicians per capita than any city in Georgia. More than 150 diverse

manufacturers and some of America's fastest growing high-tech and diverse industries provide

Rome and Floyd County with a wide range of job opportunities.

Ranked 15th in economic strength among all of Georgia's counties, Floyd County enjoys

a billion dollar retail sales economy and is recognized as the commercial center of Northwest

Georgia. Undoubtedly, Rome will remain Northwest Georgia's economic leader.

Quality recreational and cultural opportunities abound. Rome is the 9th ranked tennis city

in the United States. The south's oldest symphony, college and local theatres, arts festivals, and

several museums add to the rich quality of life that provides families with unique experiences in

which they may share and further enrich their lives.

Twenty-four percent of the population is under the age of 18. Sixty-three percent of the

population is white, twenty seven percent is African-American, one percent is Asian, and ten

percent is Hispanic or Latino. Twelve percent of the people do not speak English in their home.

Sixty-eight percent of persons age 25 or older are high school graduates. The median household

income is $30,930, with twenty percent falling below poverty.

There are four 2nd grade teachers at East Central Elementary School this year. These four

classrooms consist of 70 total students with three of the classrooms containing 16 – 19 students

and the EIP classroom contains 16 students. There are 11 gifted students, three special education

students, and eight EIP students mixed within the classrooms. The gifted children are pulled out

of class one day a week to meet with the gifted teacher. There are eight ESOL students who are

pulled daily for 30 minutes. The ethnic breakdown is as follows:

African American: 17

Caucasian: 42

Multi-Racial: 2

Hispanic: 8

Asian: 3

There are ten children who are pulled daily for direct instructions in reading for thirty minutes.

We have two students who are autistic and one who functions on a four year old level. These

children are pulled out by a reading resource teacher daily. The reading level is extremely

varied. There are 5 students who are reading above a 5th grade level, 17 students who are reading

above a 3rd grade level, 35 students on grade level, and 13 students reading below grade level.

Curriculum Review

For this activity, I have chosen to concentrate on the historical understandings of

Georgia. The following standards are addressed within this unit:

SS2H1 The student will read about and describe the lives of historical figures in Georgia history. a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees. a. Identify specific locations significant to the life and times of each historic figure on a political map. B. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.

c. Describe how each historic figure adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historic figures and their ideas across time. e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.

SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

SS2E1 The student will explain that because of scarcity, people must make choices and incur opportunity costs.

SS2E2 The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal characteristics; and others).

Map Skills: 1,2,3,6,7

Standard Concept Task/Activity ResourcesSS2H2b Creek and

Cherokee Indians

Venn Diagram Students will complete the attached Venn diagram comparing/contrasting Creek and Cherokee life during Oglethorpe’s time with their own lives. Modifications- Paired working arrangement Lined area for writing Dictation of written work Check for understanding of instructions

Books, videos, or websites about the Creek and Cherokee Indians

Social Studies book

Series trade books

United Streaming videos

SS2H2a Creek andCherokee Indian Region

Map In groups, students will create a map showing the Creek and Cherokee regions. Map will include a map key/legend, and compass rose

Social Studies book

Maps

SS2G2bcd Creek and Cherokee Indians daily life

Daily Schedule After becoming aware of the Creek and Cherokee nations, Students will create a daily schedule of what a typical day in a Creek or Cherokee child’s life would have been like. Students should include chores the child would have been responsible for, time for learning/games as appropriate, meals, etc. Modifications-

Books, videos, or websites about the Creek and Cherokee Indians

Social Studies book

Series trade books

United Streaming videos

Dictation of written work Review orally with student prior to writing Check for understanding of directions

SS2H1bSS2H2abSS2G2acd

Creek and Cherokee Indians

First Georgians’ Gazette (newspaper) Students will break into groups and create articles for a class newspaper. In the articles, the students will discuss relevant topics relating to what they have learned about the Creek and Cherokee in Georgia. They can also create illustrations to put in their articles. Groups will present their articles to the class. All articles and drawings will be compiled together to form a class newspaper.

Books, videos, or websites about the Creek and Cherokee Indians

Social Studies book

Series trade books

SS2H1aSS2G2

Sequoyah Sequoyah Bio-Cube After reading trade books, text books, or other sources about the life of Sequoyah, students can create a Bio-Cube about him and his significance. Teachers could also use an interactive white board to help students complete the Bio-Cube as a class. Modifications- Allow partners to work together Model each side of the cube before asking students to complete it independently Assist students with cutting and pasting cube together

Books, videos, or websites about Sequoyah

Social Studies book

Series trade books

COLLECTION REVIEW

When beginning to review the media center collection for this unit, I started at home

with East Centrals media center. The books in the media center seem to be arranged in an

organized manner. The fiction books are shelved so that every grade level can reach them

and they are all housed together on one long wall of the media center. The books and

shelves are marked by the author’s last name from A to Z. On the spine of each book is the

accelerated reader level. The non-fiction section takes up the majority of the shelf space.

These books are arranged by the Dewey decimal system. The reference books are against

the far wall in the media center and behind the table used to repair books. This area is not

very user friendly. Not only is it hard for students to get to the book, but there are not any

tables for students to work at. With the library housing ten computers that can be used for

research, the reference section is not used very often.

The next step was for me to search our current collection to see which books relate to the

unit on the Creek and Cherokee Indians. I was disappointed to find that our media center

only had twenty-four books and two videos related to my unit. The majority, sixteen, of the

books cover the Cherokee Indians. I was unable to find any books in Spanish or any other

foreign language. Since these books include the easy, fiction, and non-fiction genres, these

books are located in several different areas of the media center. The majority of these

books were 10 – 15 years old and in good condition, so this tells me that they are not used

that much. This makes me wonder if they are just not being used or is it because of the

ability to do research using computers? Since the number of related titles is so low, it

would make it hard for an entire class to check out books at the same time to do research.

This would force the class to working in groups, or some children using the computer. The

books that we do have are closely related to the unit and the curriculum. There just isn’t

enough.

Summary of collection needs:

1. Choose books and other resources that focus on the Creek Indians, Cherokee

Indians, James Oglethorpe, Tomochichi, and Sequoyah. Also I need to include

Spanish language books.

2. Choose mostly non-fiction and resource books since the current selection is so small.

3. Find more videos about the Creek Indians, Cherokee Indians, James Oglethorpe,

Tomochichi, and Sequoyah.

BUDGET SUMMARY

After much research, I feel as though I have found an adequate list of books and videos

that will greatly benefit our media centers current collection. In order to make this purchase,

I will need $3,983.74. I was able to locate resources that represent the Creek Indians,

Cherokee Indians, James Oglethorpe, Tomochichi, and Sequoyah. I was also able to locate

several websites that can be used as resources for this unit of study. I have added these to

my portaportal (www.portaportal.com). See the attached Excel spreadsheet for the specific

titles and monetary breakdown.