AASL Best Websites of 2017
When I first checked out the AASL Best Websites of 2017, I was surprised by the sheer number of resources. Until I looked at this week's folder, I didn't know that one of the selection criteria for this list is that the website has to be free. I was so impressed by the number of resources and how diverse the collection is. I opened each link in a separate tab so that I could take at least a cursory glance at each one before deciding which three I wanted to focus on.
I'm in kind of strange position for the upcoming school year (waiting to see if I'm replaced at my current job so that I can move into a library position at a different school in my district), so I wanted to make sure that I was looking at resources that could be use in both high schools (where I currently work) and elementary schools (where I might end up). After taking a look at each website, I narrowed my focus to 14 that I wanted to take a closer look at. From there, I narrowed it down to 7, and then it was actually pretty difficult to choose my top three, but I managed! 😃
Top 3 - In No Particular Order
1. Buncee - Buncee is an online presentation platform that allows users to add videos, texts, images and more without ever having to leave the site. One thing that immediately intrigued me with regard to Buncee is that it can be used at any grade level. I decided to sign up for an account and explore some of their features. First of all, their tutorial video is great. It made everything seem quick and easy and went into some depth on quite a few aspects of the platform. I played around with Buncee a little and think that it's a great way to liven up presentations. Students could easily manipulate the different features to create fun and exciting presentations in any class.
2. Baamboozle - Baamboozle is an online platform that includes games appropriate to tons of different grade levels and content areas, and is deemed appropriate for students K-12. It isn't necessary to sign up for an account to play the games (huge plus in my book). Curious, I decided to check out their Harry Potter Trivia game. It's so fun! I decided to create an account to see how easy it is to create your own game, and was pleased to discover that this platform is really free, like no premium package or whatever (another plus). I remember trying to create Jeopardy review games for different units - and this is way easier. Teachers could use this to review information or assess what students already know before beginning a unit.
3. MediaSmarts - MediaSmarts might actually have been my favorite resource. As an teacher, it's no secret that our students have difficulty understanding what types of sources are appropriate to use, however, media literacy is kind of tricky thing to teach students. MediaSmarts includes lesson plans and resources for teachers, parents and students, and includes games, tutorials and articles for students in grades K-12. Topics are divided up into three general categories: "general information," "media issues," and "digital issues" and are easy to navigate. Teachers could add these resources to their arsenal of media literacy lessons and students will enjoy interacting with the site and learning to be responsible digital citizens as they do so.
Blog
Next I opened each blog in a different tab so I could check out all of them before deciding which one to follow. The two that I found most visually appealing were The Adventures of Library Girl and Renovated Learning. I'd heard of The Adventures of Library Girl before, so I decided to check that one out a little more thoroughly before making a call. I'm so glad that I did, because Renovated Learning is AWESOME.
Whether I'm working in the same high school that I've been at for the last couple years, or working in a newly renovated elementary school library (it's completely bare y'all - like completely), I know that I want to help create a really engaging Makerspace and add some creativity to the space, and Diana Rendina completely lays out how to do just that in her blog, Renovated Learning. The blog is full of pertinent and helpful information and is laid out in such a way that the information is never overwhelming. I really enjoyed checking out her posts, and look forward to implementing some of what I've learned in the coming school year.
Friday, July 28, 2017
Saturday, July 22, 2017
Summer Institute
Technology Tasting - Post Summer Institute
One of the most enjoyable facets of the Summer Institute was the Technology Tasting. I had so much fun wandering around, experimenting at different stations, and it was nice to be able to socialize while I explored.
The first station that I checked out was the Little Bits. Little Bits had really intrigued me last week. I like the simplicity of it, and could see them being a hit at any level. When I was at the Institute, I checked out the idea book that comes with each set, and was able to build a hypnotizing machine pretty quickly using their instructions.
Next, I wandered over to the Sphero station. Although I had a good time playing with the little robots, they weren't as intuitive as I thought they would be. I had a little bit of a hard time directing mine, and actually ended up running it into a few people (whoops!). I was also a little confused by the different "modes." I could definitely benefit from more time with these cool little robots, but could see students having a great time with them - and learning quite a bit in the process.
I also decided to try Google Expeditions while I was at the Institute. That was probably my favorite thing. It was incredible to look around and really feel like you were somewhere else, and the cardboard viewfinders are super reasonably priced. Having a set of those that could be checked out from the library, either by students or as a class set by a teacher, would be amazing.
Overall Experience
I attended a variety of sessions throughout the Institute, but one that really stuck with me was the session led by Dr. Fowler, Open Minds through Open Spaces and Open Access to all Information. One of the things that I really liked about that session was that it was, foremost, a discussion. Dr. Fowler asked us questions that prompted discussion about what a library is, and what it should be to the people within the community. It really made me think about how I'll want to structure, equip and use a library when I begin working within one. I liked that Dr. Fowler stressed that there really wasn't any "wrong" way to look at it. Sometimes when you hear the same thing over and over again you start to think that it's the only way to do things or the only right way, and it was nice to be reminded that as professionals, we can assess the needs of the community and make changes accordingly. So, my biggest take-away from that session was that as librarian we need to open-minded and willing to take a close look at what our school needs before deciding what the library needs to be.
Another session that I found really interesting was Amanda Waugh's discussion of fandoms as a means to spark students interest within the library. It was fascinating to learn more about fandoms, as my only real experience with them comes from reading Rainbow Rowell's Fangirl (which I highly recommend). I learned terms that I'd never heard before, and got a glimpse of the fandom culture, which was pretty foreign to me. My biggest take-away from that session was that there are tons of things that I don't know, and being willing to become more familiar with the unfamiliar can be a huge asset for my students and whatever library I end up in.
One session that I wish that I had attended was Genrefication session. I heard so many great things about it, and I'm curious about what I missed out on. I haven't had an opportunity to look through the resources from the Institute yet, but I'm hoping that there's a presentation or something that I can look through. I'm curious about whether or not genrefication would be the right move in an elementary school library, so that's something that I'll be looking into in the future by explore the new content and checking out my classmates' posts.
I think that the most rewarding aspect of the Summer Institute was being able to meet my classmates and talk about our experiences within the program. There are times when classes have been overwhelming, or I've struggled with specific assignments, and it was really nice to be able to talk about it, face-to-face, with people who were experiencing the same things. This is my first time participating in an online program, and it can be sort of isolating at times. The Summer Institute really helped me realize that I'm not on my own in this. I met some really incredible people who I know I can reach out to during the rest of the program, or after.
Wednesday, July 19, 2017
Selecting and Incorporating YA Literature into the Curriculum, Selection #6
Reynolds, J. & Kiely, B. (2015). All American Boys. New York, NY: Simon & Schuster.
All American Boys
Written By: Jason Reynolds and Brendan Kiely
Published in 2015 by Simon & Schuster
ISBN: 978-1481463331
Grades 8 and Up
2016 Coretta Scott King Honor Book
Walter Dean Meyers Award for Outstanding Children's Literature - Winner
Book Review
All American Boys, the 2016 Corretta Scott King Honor Book co-written by Jason Reynolds and Brendan Kiely tells the story of two young men. Rashad is black, and artistic, and looking to buy a bag of potato chips in a local store. Quinn is white, and is intent on winning a basketball scholarship that is just barely within reach, and witnesses a brutal assault. Rashad and Quinn are linked by policeman, Paul Galluzzo. Rashad suffers violence at Galluzzo's hands, while Quinn is raised by Galluzzo after the death of his father. In the aftermath of the assault, Rashad has to decide how far he is willing to go get justice, and Quinn has to decide whether or not he will stand up for what is right. This award-winning novel addresses police violence and racial profiling in a way that will get students thinking and talking about current events.
Teaching Ideas
English
10.8 The student will collect, evaluate, organize, and present information to create a research product. a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
Students will choose an event that has recently occurred, from a reputable source, and discuss how social media has impacted the way that people respond to that event and how that can shape responses by government and local authorities. Students will choose an online presentation platform to use to share their research.
Civics
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by:
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
After reading All American Boys, students will analyze what happened to Rashad in the context of rights guaranteed by due process and equal protection of the laws. Next, students will choose a case of police brutality that has happened recently and discuss that case in the same context.
U.S. History
VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by:
a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded;
b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.
After completing their Civil Rights Movement unit and reading All American Boys, students in U.S. History classes will work in groups to choose one aspect of the civil rights movement to research (in the library) and analyze. Next, students will discuss how that aspect of the movement may have impacted elements of Quinn and Rashad's story.
Art
8.1 The student will plan for and reflect on the art-making process, using a sketchbook/journal.
8.6 The student will communicate ideas, experiences, and narratives through the creation of original works of art, using selected media
As students in Art 8 read All American Boys, they will respond to the text in the form of a sketch journal. They may use Rashad's ideas, or generate pieces that are entirely their own. Next, students will research the artists discussed in the novel and compare their artwork to the work of those artists.
Further Explorations
Brendan Kiely's Author Website - This website provides students with information about one of the authors of All American Boy, Brendan Kiely. The website also provides information about Kiely's other works and links to his social media accounts.
Jason Reynolds Author Website - This website, published by Simon & Schuster, provides information about Jason Reynolds, co-author of All American Boys. It also provides information on his other novels, links to his social media platforms, and author interviews. Complete with video and text, this site is an interactive resource for all readers.
All American Boys Authors Visit TC Williams HS - Co-authors of All American Boys, Jason Reynolds and Brendan Kiely, visit TC Williams HS and discuss their experiences writing the novel and their experiences that led them to write it. This video could prompt be used as an instructional tool either before or after reading the novel that will prompt lively class discussion.
Writing About Race: New Book "All American Boys" Encourages Honest Conversation - This 10 minute interview with co-authors Reynolds & Kiely addresses how they hope to begin a dialogue about race in their novel All American Boys. This resource could be used as an introduction to the novel or viewed by students who are curious about the authors' motive.
#rashadisabsentagaintoday - This link takes students to the Twitter hashtag "rashadisabsentagaintoday." The hashtag is being used by readers to discuss current events as well as provide commentary on the novel. Students could use this hashtag to reflect on the novel or to gather information on related events that are occurring across the country.
Black, White and Blue: Americans' Attitudes on Race and Police - This report from Cornell University's Roper Center discusses the attitudes of American cities toward race and police in the 1960's versus today. This information would be of use to students who are looking for impartial information about the attitudes of Americans regarding this issue. The report includes graphs, but the language might prove difficult for some readers.
White Anti-Racism: Living the Legacy - This interview from Teaching Tolerance provides readers with insight about what it means to be white and anti-racism and how different background and emotions factor into that equation. Students who were intrigued or confused by Quinn's perspective would find this resource helpful. These questions could also be used to facilitate a class discussion.
Partner Titles
Shabazz, I. & Magoon, K. (2015). X: A novel. Somerville, MA: Candlewick Press.
This novel was co-written by Malcolm X's daughter and chronicles his life, growing up as Malcolm Little. It discusses the heartbreaks and disappointments that led him to participate in risk-taking behaviors, eventually landing him in jail where he found faith and a purpose. Winner of the 2016 NAACP Image Award for Outstanding Literary Work for Youth/Teens and
a 2016 Coretta Scott King Author Honor Book, s
Reynolds, J. (2015). The boy in the black suit. New York, NY: Simon & Schuster.
Written by one of the authors of All American Boys, Jason Reynolds, The Boy in the Black Suit tells the story of a young man who is forced to work to help pay the bills that his alcoholic father can't seem to manage. After the death of his mother, Matt takes a job at a local funeral home where he begins to heal. Fans of All American Boy will be interested to read a novel written solely by Jason Reynolds.
DuVernay, A. (2016). 13th [Video file]. Retrieved from https://www.netflix.com/title/80091741
This documentary discusses the 13th amendment that abolished slavery and outlawed involuntary labor - unless as punishment for a crime. Although students may not agree with the argument that the documentary makes, it will evoke a thought-provoking discussion among all viewers.
Hercules, B. & Whack, R.C. (2016). Maya Angelou: And still I rise [Video file]. Retrieved from https://www.netflix.com/search?q=and%20still%20i%20rise&jbv=80097361&jbp=0&jbr=0
This documentary discusses the life and works of Maya Angelou, award-winning poet and civil rights activist. Students who are curious about the Civil Rights movement or have read Angelous' work, will find be riveted by this documentary.
Medina, M. (2013). Yaqui Delgado wants to kick your ass [audio book]. Somerville, MA: Candlewick on Brilliance Audio.
This book tells the story of Piddy, a girl who desperately wants to be herself, regardless of who anyone else wants her to be. Harassed by a group of girls at school, Piddy has to decide whether she will conform to their idea of who she is, or decide to do her own thing. Struggling and reluctant readers and ELL students could pair the audio version with the novel format to enhance the reading experience, but stands just fine on it's own.
References
Cornell University. (2017, April 25). Black, white, and blue: Americans' attitudes on race and police. Retrieved from https://ropercenter.cornell.edu/black-white-blue-americans-attitudes-race-police/
Kiely, B. (2017). Brendan Kiely. Retrieved from http://www.brendankiely.com/
Mehreteab, M. (2016, June 27). All american boys by Jason Reynolds and Brendan Kiely. Retrieved from https://www.youtube.com/watch?v=RnIU0MARY2o
Payne, A. (2016, Nov. 3). Writing about race: New book "All American Boys” encourages honest conversation. Retrieved from http://www.nbcnews.com/video/writing-about-race-new-book-all-american-boys-encourages-honest-conversation-557844547657
#rashadisabsentagaintoday - Twitter Search. (2017, May 02). Retrieved July 19, 2017, from https://twitter.com/search?q=%23rashadisabsentagaintoday&src=typd
Simon & Schuster. (2017). Jason Reynolds. Retrieved from http://www.simonandschuster.com/authors/Jason-Reynolds/403685768
Southern Poverty Law Center. (2017). White anti-racism: Living the legacy. Retrieved from http://www.tolerance.org/supplement/white-anti-racism-living-legacy
All American Boys
Written By: Jason Reynolds and Brendan Kiely
Published in 2015 by Simon & Schuster
ISBN: 978-1481463331
Grades 8 and Up
2016 Coretta Scott King Honor Book
Walter Dean Meyers Award for Outstanding Children's Literature - Winner
Book Review
All American Boys, the 2016 Corretta Scott King Honor Book co-written by Jason Reynolds and Brendan Kiely tells the story of two young men. Rashad is black, and artistic, and looking to buy a bag of potato chips in a local store. Quinn is white, and is intent on winning a basketball scholarship that is just barely within reach, and witnesses a brutal assault. Rashad and Quinn are linked by policeman, Paul Galluzzo. Rashad suffers violence at Galluzzo's hands, while Quinn is raised by Galluzzo after the death of his father. In the aftermath of the assault, Rashad has to decide how far he is willing to go get justice, and Quinn has to decide whether or not he will stand up for what is right. This award-winning novel addresses police violence and racial profiling in a way that will get students thinking and talking about current events.
Teaching Ideas
English
10.8 The student will collect, evaluate, organize, and present information to create a research product. a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
Students will choose an event that has recently occurred, from a reputable source, and discuss how social media has impacted the way that people respond to that event and how that can shape responses by government and local authorities. Students will choose an online presentation platform to use to share their research.
Civics
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by:
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
After reading All American Boys, students will analyze what happened to Rashad in the context of rights guaranteed by due process and equal protection of the laws. Next, students will choose a case of police brutality that has happened recently and discuss that case in the same context.
U.S. History
VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by:
a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded;
b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.
After completing their Civil Rights Movement unit and reading All American Boys, students in U.S. History classes will work in groups to choose one aspect of the civil rights movement to research (in the library) and analyze. Next, students will discuss how that aspect of the movement may have impacted elements of Quinn and Rashad's story.
Art
8.1 The student will plan for and reflect on the art-making process, using a sketchbook/journal.
8.6 The student will communicate ideas, experiences, and narratives through the creation of original works of art, using selected media
As students in Art 8 read All American Boys, they will respond to the text in the form of a sketch journal. They may use Rashad's ideas, or generate pieces that are entirely their own. Next, students will research the artists discussed in the novel and compare their artwork to the work of those artists.
Further Explorations
Brendan Kiely's Author Website - This website provides students with information about one of the authors of All American Boy, Brendan Kiely. The website also provides information about Kiely's other works and links to his social media accounts.
Jason Reynolds Author Website - This website, published by Simon & Schuster, provides information about Jason Reynolds, co-author of All American Boys. It also provides information on his other novels, links to his social media platforms, and author interviews. Complete with video and text, this site is an interactive resource for all readers.
All American Boys Authors Visit TC Williams HS - Co-authors of All American Boys, Jason Reynolds and Brendan Kiely, visit TC Williams HS and discuss their experiences writing the novel and their experiences that led them to write it. This video could prompt be used as an instructional tool either before or after reading the novel that will prompt lively class discussion.
Writing About Race: New Book "All American Boys" Encourages Honest Conversation - This 10 minute interview with co-authors Reynolds & Kiely addresses how they hope to begin a dialogue about race in their novel All American Boys. This resource could be used as an introduction to the novel or viewed by students who are curious about the authors' motive.
#rashadisabsentagaintoday - This link takes students to the Twitter hashtag "rashadisabsentagaintoday." The hashtag is being used by readers to discuss current events as well as provide commentary on the novel. Students could use this hashtag to reflect on the novel or to gather information on related events that are occurring across the country.
Black, White and Blue: Americans' Attitudes on Race and Police - This report from Cornell University's Roper Center discusses the attitudes of American cities toward race and police in the 1960's versus today. This information would be of use to students who are looking for impartial information about the attitudes of Americans regarding this issue. The report includes graphs, but the language might prove difficult for some readers.
White Anti-Racism: Living the Legacy - This interview from Teaching Tolerance provides readers with insight about what it means to be white and anti-racism and how different background and emotions factor into that equation. Students who were intrigued or confused by Quinn's perspective would find this resource helpful. These questions could also be used to facilitate a class discussion.
Partner Titles
This novel was co-written by Malcolm X's daughter and chronicles his life, growing up as Malcolm Little. It discusses the heartbreaks and disappointments that led him to participate in risk-taking behaviors, eventually landing him in jail where he found faith and a purpose. Winner of the 2016 NAACP Image Award for Outstanding Literary Work for Youth/Teens and
a 2016 Coretta Scott King Author Honor Book, s
Reynolds, J. (2015). The boy in the black suit. New York, NY: Simon & Schuster.
Written by one of the authors of All American Boys, Jason Reynolds, The Boy in the Black Suit tells the story of a young man who is forced to work to help pay the bills that his alcoholic father can't seem to manage. After the death of his mother, Matt takes a job at a local funeral home where he begins to heal. Fans of All American Boy will be interested to read a novel written solely by Jason Reynolds.
DuVernay, A. (2016). 13th [Video file]. Retrieved from https://www.netflix.com/title/80091741 This documentary discusses the 13th amendment that abolished slavery and outlawed involuntary labor - unless as punishment for a crime. Although students may not agree with the argument that the documentary makes, it will evoke a thought-provoking discussion among all viewers.
Hercules, B. & Whack, R.C. (2016). Maya Angelou: And still I rise [Video file]. Retrieved from https://www.netflix.com/search?q=and%20still%20i%20rise&jbv=80097361&jbp=0&jbr=0
This documentary discusses the life and works of Maya Angelou, award-winning poet and civil rights activist. Students who are curious about the Civil Rights movement or have read Angelous' work, will find be riveted by this documentary.
Medina, M. (2013). Yaqui Delgado wants to kick your ass [audio book]. Somerville, MA: Candlewick on Brilliance Audio.This book tells the story of Piddy, a girl who desperately wants to be herself, regardless of who anyone else wants her to be. Harassed by a group of girls at school, Piddy has to decide whether she will conform to their idea of who she is, or decide to do her own thing. Struggling and reluctant readers and ELL students could pair the audio version with the novel format to enhance the reading experience, but stands just fine on it's own.
References
Cornell University. (2017, April 25). Black, white, and blue: Americans' attitudes on race and police. Retrieved from https://ropercenter.cornell.edu/black-white-blue-americans-attitudes-race-police/
Kiely, B. (2017). Brendan Kiely. Retrieved from http://www.brendankiely.com/
Mehreteab, M. (2016, June 27). All american boys by Jason Reynolds and Brendan Kiely. Retrieved from https://www.youtube.com/watch?v=RnIU0MARY2o
Payne, A. (2016, Nov. 3). Writing about race: New book "All American Boys” encourages honest conversation. Retrieved from http://www.nbcnews.com/video/writing-about-race-new-book-all-american-boys-encourages-honest-conversation-557844547657
#rashadisabsentagaintoday - Twitter Search. (2017, May 02). Retrieved July 19, 2017, from https://twitter.com/search?q=%23rashadisabsentagaintoday&src=typd
Simon & Schuster. (2017). Jason Reynolds. Retrieved from http://www.simonandschuster.com/authors/Jason-Reynolds/403685768
Southern Poverty Law Center. (2017). White anti-racism: Living the legacy. Retrieved from http://www.tolerance.org/supplement/white-anti-racism-living-legacy
Selecting and Incorporating YA Literature into the Curriculum, Selection #5
Tamaki, M. & J. Tamaki (Illustrator). (2014). This one summer. New York, NY: Roaring Book Press.
This One Summer
Written by: Mariko Tamaki
Illustrated by: Jillian Tamaki
Published in 2014 by Roaring Book Press.
ISBN: 978-1-59643-774-6
Grades 8 and Up
2015 Caldecott Honor Book
2015 Printz Honor Book
Book Review
This Caldecott and Printz Honor graphic novel chronicles the summer adventures of two young girls, one on the brink of womanhood, and their quest to discover who they are, and who they want to be. Rose is almost a teenager, and she's fascinated by the drama of the older kids that she encounters. As she struggles to understand her parents' relationship, Rose risks alienating her closest friend, and ruining her relationship with her mother. This novel explores relationships between friends and family, and young women of all ages will find someone within the story to identify with.
Teaching Ideas
English 8
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
Students will participate in a library lesson regarding making inferences prior to reading This One Summer. Because this text is a graphic novel, many key elements of the plot are implied or illustrated, forcing students to rely more heavily on the skill of inferences.
After reading This One Summer, students will share the inferences they were able to make and discuss what was explicit and what was implied using evidence from the text.
Health
8.3 The student will undertake health-promotion activities that demonstrate an understanding of the relationship between nutrition, physical activity, and emotional and physical health.
m) Justify and encourage safe, respectful, and responsible relationships.
Students in eighth grade health classes will read This One Summer as part of their health curriculum. After reading the novel, students break into groups and discuss the relationships between Rose & Windy, Rose & her mother, Windy & her mother, Rose's mother & father, Jenny & the Dud, etc. After discussing these relationships, students will brainstorm ways to improve these relationships. Each group will be responsible for creating a presentation after attending a brief introductory presentation on different platforms that they can use. The librarian will be on hand to present and assist students.
Art
8.20 The student will analyze purposes, values, and meanings of works of art.
As a class, students will participate in an analysis of the illustrations in This One Summer. The teacher will lead the discussion and explain expectations. Next, students will visit the library and select a book that interests them and contains illustrations of some sort. Students will analyze the illustrations in their selected book and create a presentation that they can share with their classmates.
Family Life
English 8
8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
Students will complete a writing project. They will begin by writing a story. Next, they will format their writing in the form of a graphic novel, illustrated story or comic. Next, students will attend a brief presentation of different online platforms that students can use to add illustrations to their stories. Finally, students will use their knowledge of these platforms, as well as the story they have already written, to write and publish an illustrated story.
Further Explorations
This One Summer Book Trailer - This book trailer will garner student interest and give students an idea of what they will encounter in This One Summer. Complete with audio, video and subtitles, this resource is accessible to all learners.
We Read To Challenge Ourselves: Students who are curious about the author's motive will enjoy this interview. Also, students who are interested in banned books and freedom of speech will find this interview fascinating.
This One SummerWritten by: Mariko Tamaki
Illustrated by: Jillian Tamaki
Published in 2014 by Roaring Book Press.
ISBN: 978-1-59643-774-6
Grades 8 and Up
2015 Caldecott Honor Book
2015 Printz Honor Book
Book Review
This Caldecott and Printz Honor graphic novel chronicles the summer adventures of two young girls, one on the brink of womanhood, and their quest to discover who they are, and who they want to be. Rose is almost a teenager, and she's fascinated by the drama of the older kids that she encounters. As she struggles to understand her parents' relationship, Rose risks alienating her closest friend, and ruining her relationship with her mother. This novel explores relationships between friends and family, and young women of all ages will find someone within the story to identify with.
Teaching Ideas
English 8
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
Students will participate in a library lesson regarding making inferences prior to reading This One Summer. Because this text is a graphic novel, many key elements of the plot are implied or illustrated, forcing students to rely more heavily on the skill of inferences.
After reading This One Summer, students will share the inferences they were able to make and discuss what was explicit and what was implied using evidence from the text.
Health
8.3 The student will undertake health-promotion activities that demonstrate an understanding of the relationship between nutrition, physical activity, and emotional and physical health.
m) Justify and encourage safe, respectful, and responsible relationships.
Students in eighth grade health classes will read This One Summer as part of their health curriculum. After reading the novel, students break into groups and discuss the relationships between Rose & Windy, Rose & her mother, Windy & her mother, Rose's mother & father, Jenny & the Dud, etc. After discussing these relationships, students will brainstorm ways to improve these relationships. Each group will be responsible for creating a presentation after attending a brief introductory presentation on different platforms that they can use. The librarian will be on hand to present and assist students.
Art
8.20 The student will analyze purposes, values, and meanings of works of art.
As a class, students will participate in an analysis of the illustrations in This One Summer. The teacher will lead the discussion and explain expectations. Next, students will visit the library and select a book that interests them and contains illustrations of some sort. Students will analyze the illustrations in their selected book and create a presentation that they can share with their classmates.
Family Life
8.4 The student will
identify the issues associated with friendships.
Descriptive Statement: The student accomplishes
this by reviewing the characteristics of
appropriate and inappropriate friendships, by discussing the qualities of a good
friend, and
by relating the characteristics to changes as one continues to
advance through the growth
and development process.
8.5 The student will
recognize the nature of dating during adolescence.
Descriptive Statement: Content includes the need
for belonging, love, and affection, and the
search for one's own identity. In addition, students examine the difference
between love
and infatuation and become aware that one learns about oneself from
every relationship,
and these experiences prepare one for the challenges and responsibilities of marriage. The
student will also recognize warning signs and characteristics of
potentially abusive dating relationships and negative mental health practices.
Eighth grade students who are taking Family Life classes will read This One Summer.
Students will discuss friendships and relationships that are appropriate and common at
their age level. The librarian will attend class on the last day of the unit and will give book
talks about other books that could guide students through adolescence.
English 8
8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
Students will complete a writing project. They will begin by writing a story. Next, they will format their writing in the form of a graphic novel, illustrated story or comic. Next, students will attend a brief presentation of different online platforms that students can use to add illustrations to their stories. Finally, students will use their knowledge of these platforms, as well as the story they have already written, to write and publish an illustrated story.
Further Explorations
This One Summer Book Trailer - This book trailer will garner student interest and give students an idea of what they will encounter in This One Summer. Complete with audio, video and subtitles, this resource is accessible to all learners.
We Read To Challenge Ourselves: Students who are curious about the author's motive will enjoy this interview. Also, students who are interested in banned books and freedom of speech will find this interview fascinating.
Teen Line - This website provides students with the opportunity to reach out and talk to some one about issues that they are experiences. With an extensive message board, and the opportunity to chat via call, text, or email, students can find help and discuss problems with peers that they might not feel comfortable talking with an adult about.
Everything You Need to Know to Plan the Best Summer Vacation Ever - This article is a fun resource for students who are interested in planning, or dreaming, about their own summer vacation. This novel evokes a very real summer vacation situation, and students could benefit from this information or teachers could use this article as a prompt for students to complete research or a writing assignment.
Reproductive Health: Teen Pregnancy - One of the many issues explored in This One Summer is teen pregnancy. Students who are curious about this issue can refer to the CDC's Reproductive Health: Teen Pregnancy site. This portion of the website is geared toward teen audiences and answers questions that students might have after reading.
It's Your Sex Life - In a perfect world eighth grade students would not be sexually active, however, many are. This website, published by MTV, provides students with information pertinent to the topic. Students are able to pose questions for immediate feedback and can access a variety of information. This site is linked with the CDC's website.
Make Beliefs Printables - This website is perfect for budding cartoonists or graphic novelists. This resource provides students with pre-drawn cartoons that allow them to fill in the blanks. This is a valuable resource for students and teachers.
Partner Titles
Telgemeier, R. (2014). Sisters. New York, NY: Scholastic.
Students who enjoyed This One Summer will also enjoy Sisters, the Eisner Award-Winning graphic novel that explores the relationship between two young sisters. Students who identify as struggling or reluctant readers, as well as ELL students will benefit from the graphic novel structure.
Bell, C. (2014). El deafo. New York, NY: Amulet Books.
This 2015 Newbery Honor Book, written and illustrated by Cece Bell, is a graphic novel memoir that tells the story of Cece's gradual loss of hearing and her resulting struggle to find her place in her school community.
Shen, P., & F.E. Hicks (Illustrator). (2013). Nothing can possibly go wrong. New York, NY: Roaring Book Press.
This graphic novel documents high school clique warfare. Geared towards a slightly older audience, teens who feel as though This One Summer doesn't really apply to them anymore, will enjoy Nothing Can Possibly Go Wrong. Again, ELL students, reluctant readers and struggling readers will benefit from the pairing of illustration and text.
Glatter, L.L. (1995). Now and then [Motion picture on DVD]. New Line Cinemas.
Nominated for the 1996 Young Artists Award, Now and Then tells the story of four 12-year-old girls who are navigating some tricky situations in 1960's suburbia. Touching on puberty, changing relationships with boys, and navigating relationships with changing family dynamics, this movie depicts life in a by-gone era, but showcases a universal coming-of-age story.
Alexie, S. (2007). The absolutely true diary of a part-time indian. New York, NY: Little, Brown and Company.
Sherman Alexie's National Book Award-Winner, The Absolutely True Diary of a Part-Time Indian tells the story of Junior, a young man who decides to leave his school on the Spokane Reservation to attend the all-white school down the road. Featuring fun cartoons and heartbreaking humor, students of all ages and ability levels will enjoy Alexie's award-winner.
References
Center for Disease Control. (2016, March 03). Reproductive health: Teen pregnancy. Retrieved from https://www.cdc.gov/teenpregnancy/teens/index.htm
Doran, G. (2015, November 27). This one summer book trailer. Retrieved July from https://www.youtube.com/watch?v=msZMngd5okQ
MTV. (2017). It's your sex life. Retrieved from http://www.itsyoursexlife.com/
Speelman, T. (2016, June 24). We read to challenge uurselves: An interview with Mariko Tamaki. Retrieved from http://comicsalliance.com/mariko-tamaki-pride-week-interview/
Teenline.org. (2017). Teens helping teens - Connect, talk, get help! Retrieved from https://teenlineonline.org/
Webster, E. S. (2017, May 25). Everything you need to know to plan your best summer vacation trip ever. Retrieved from http://www.teenvogue.com/story/summer-vacation-travel-guide
Zimmerman, B. (2017). Make Beliefs Printables. Retrieved from http://www.makebeliefscomix.com/Printables/
Partner Titles
Students who enjoyed This One Summer will also enjoy Sisters, the Eisner Award-Winning graphic novel that explores the relationship between two young sisters. Students who identify as struggling or reluctant readers, as well as ELL students will benefit from the graphic novel structure.
Bell, C. (2014). El deafo. New York, NY: Amulet Books.
This 2015 Newbery Honor Book, written and illustrated by Cece Bell, is a graphic novel memoir that tells the story of Cece's gradual loss of hearing and her resulting struggle to find her place in her school community.
Shen, P., & F.E. Hicks (Illustrator). (2013). Nothing can possibly go wrong. New York, NY: Roaring Book Press.
This graphic novel documents high school clique warfare. Geared towards a slightly older audience, teens who feel as though This One Summer doesn't really apply to them anymore, will enjoy Nothing Can Possibly Go Wrong. Again, ELL students, reluctant readers and struggling readers will benefit from the pairing of illustration and text.
Glatter, L.L. (1995). Now and then [Motion picture on DVD]. New Line Cinemas.Nominated for the 1996 Young Artists Award, Now and Then tells the story of four 12-year-old girls who are navigating some tricky situations in 1960's suburbia. Touching on puberty, changing relationships with boys, and navigating relationships with changing family dynamics, this movie depicts life in a by-gone era, but showcases a universal coming-of-age story.
Alexie, S. (2007). The absolutely true diary of a part-time indian. New York, NY: Little, Brown and Company.
Sherman Alexie's National Book Award-Winner, The Absolutely True Diary of a Part-Time Indian tells the story of Junior, a young man who decides to leave his school on the Spokane Reservation to attend the all-white school down the road. Featuring fun cartoons and heartbreaking humor, students of all ages and ability levels will enjoy Alexie's award-winner.
References
Center for Disease Control. (2016, March 03). Reproductive health: Teen pregnancy. Retrieved from https://www.cdc.gov/teenpregnancy/teens/index.htm
Doran, G. (2015, November 27). This one summer book trailer. Retrieved July from https://www.youtube.com/watch?v=msZMngd5okQ
MTV. (2017). It's your sex life. Retrieved from http://www.itsyoursexlife.com/
Speelman, T. (2016, June 24). We read to challenge uurselves: An interview with Mariko Tamaki. Retrieved from http://comicsalliance.com/mariko-tamaki-pride-week-interview/
Teenline.org. (2017). Teens helping teens - Connect, talk, get help! Retrieved from https://teenlineonline.org/
Webster, E. S. (2017, May 25). Everything you need to know to plan your best summer vacation trip ever. Retrieved from http://www.teenvogue.com/story/summer-vacation-travel-guide
Zimmerman, B. (2017). Make Beliefs Printables. Retrieved from http://www.makebeliefscomix.com/Printables/
Selecting and Incorporating YA Literature into the Curriculum, Selection #4
O'Neill, L. (2016). Asking for it. New York, NY: Quercus.
Asking For It
Written by: Louise O'Neill
Published in 2016 by Quercus
Grades 9 and up
ISBN: 978-1681445373
2017 Printz Honor Book
Book Review
Louise O'Neill's Printz Honor book, Asking For It, tells the disturbing story of a young woman who is brutally assaulted at a party and struggles to make sense of what happened to her, and what she must do take control of her life. This novel will leave readers shaken, but is an important text that can help students understand important social issues that plague our country, and countries around the world.
Teaching Ideas
English
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
d) Analyze the cultural or social function of literature.
After completing Asking For It, students in tenth grade English classes will participate in a class discussion about the author's purpose in writing this particular novel. To prepare for the discussion, students will formulate an hypothesis that explains the author's purpose. Next, they use library resources to find evidence that backs up their hypothesis.
Health
10.3 The student will advocate for personal health and well-being and promote health-enhancing behaviors for others.
v) Develop a list of resources that promote healthy relationships and assist with unhealthy and abusive peer, family, and dating relationships.
After reading Asking For It, students in tenth grade health classes will be divided into three groups that will use library resources to complete a research project. Each group will be responsible for researching either peer, family or dating relationships and discussing what healthy relationships look like, how to recognize unhealthy relationships and developing a list of resources that teens can use if they find themselves in unhealthy relationships.
Family Life
10.3 The student will examine values, morals, and ethics essential to the growth and maintenance of positive human relationships.
Descriptive Statement: The universal values of honesty, trustworthiness, self‑control, responsibility for self and others, and social justice are discussed as well as the development of moral and ethical systems, the definition of consent, and respecting others right to say no.
After reading Asking For It, students will each choose a character from the novel and evaluate their values and morals. Students will participate in a class discussion centered around these characters and their motives and discuss their responses to characters' actions throughout the novel. After participating in the discussion, students will break off into groups and, using library resources, and conduct a basic search on the term "universal moral code." Students will discuss their findings within their group, and then as a whole class.
English
10.8 The student will collect, evaluate, organize, and present information to create a research product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
Students will be complete a research project that responds to the question, "how can I make a difference in my community?" Students will choose a social issue or organization that interests them and use library resources to complete the research aspect of the project.
Further Explorations
Asking For It Book Trailer - This book trailer give students an idea of what to expect before reading Louise O'Neill's Asking For It and will garner student interest. Teachers might consider showing this trailer, having a class discussion and then giving students the option to read an alternate text (like Laurie Halse Anderson's Speak) that is less explicit, but deals with the same types of issues.
Tea Consent - This video breaks down the concept of consent in terms of offering some one a cup of tea. Many people (students and adults) have a hard time defining consent. This video explains it in no uncertain terms and is an excellent resource to use when introducing the idea of consent.
Why I Explore Rape Culture in My New Book for Teens - This article was written by Louise O'Neill and appeared in September of 2015 and discusses why O'Neill was moved to write Asking For It. Students who are left with questions at the end of the novel will benefit from the author's explanation. Alternatively, teachers could use this article as an introduction to the novel.
Teen Line - This website provides students with the opportunity to reach out and talk to some one about issues that they are experiences. With an extensive message board, and the opportunity to chat via call, text, or email, students can find help and discuss problems with peers that they might not feel comfortable talking with an adult about.
RAINN - This article is published by RAINN, the Rape, Abuse & Incest National Network and outlines some of the warning signs of that teen victims of sexual assault might display. It also contains links to further regarding abusive relationships and cyberbullying and harassment. This article is written in a format that all readers can access.
PACER's National Bullying Prevention Center - This website provides students with information regarding bullying in multiple formats. One of the many atrocities that the protagonist is subjected to is cyberbullying in a form that is sickening. Pacer's National Bullying Prevention Center provides students with the resources that they need to be responsible users of information and technology. Complete with audio, video and text, this resource will appeal to all students.
The Rise of Social Media Cyberbullying (Infographic) - This infographic provides students with information regarding cyberbullying as it pertains to social media. Any students who has a social media account will find this information fascinating, and due to its format, easy to access. A teacher could use this infographic to elicit a class discussion on cyberbullying as it pertains to Emma in Asking For It.
Partner Titles
Anderson, L. (1999). Speak. Harrisonburg, VA: R.R. Donnelley and Sons Company.
This National Book Award Finalist by Laurie Halse Anderson holds the story of Melinda, a ninth grade student who was raped at a party and ostracized by her classmates for contacting the police. With deft humor, and heartbreaking honesty, Anderson perfectly captures what it means to be 14 and unsure of who you are, and what you're worth. This text would pair complement Asking For It and provide less mature readers with an opportunity to participate in discussions without reading such a graphic account of sexual assault.
Lynch, C. (2005). Inexcusable. New York, NY: Simon & Schuster.
Keir Sarafian is a good guy. He's a loving son, and a devoted brother, and if there's anything he knows, it's that he'd never, ever hurt the girl he loves. Until he does. Printz Award-Winning author, Chris Lynch, tells a story of date rape - from the point of view of the rapist. National Book Award Finalist, Inexcusable, forces readers to consider the consequences of our actions, and what it means to be a good person.
Cohen, B. & Shenk, J. (2016). Audrie & Daisy [Video file]. Retrieved from https://www.netflix.com/search?q=audrie%20and%20&jbv=80097321&jbp=0&jbr=0
Nominated for eight awards, and winner of the Cinema Eye Honors Award (2017), Audrie and Daisy tells the story of two young women from different towns in the United States who were the victims of sexual violence and, subsequently, shamed on social media. Although this documentary is recommended for ages 16+, students will benefit from a look at two true stories of women who have suffered at the hands of their communities.
Dick, K. (2015). The hunting ground [Video File]. Retrieved from https://www.netflix.com/watch/80036655?trackId=13752290&tctx=0%2C1%2Cafd696e9a496c2a6315b62b515126f49ecc8e176%3A19abb609180f4b61b1b272738c64a05fdbff6419
Nominated for 23 awards and winner of 8, The Hunting Ground is a documentary that sheds light on sexual assault on college campuses and the cover ups that many institutions attempt to shield themselves from bad press and lawsuits. This documentary also discusses the devastating impact of sexual assault on students and their families. Again, students have the opportunity to see real world situations and discuss what can be done to promote justice for sexual assault victims.
References
Blue Seat Studios. (2015, May 13). Tea consent (clean). Retrieved from https://www.youtube.com/watch?v=fGoWLWS4-kU
ELearning Media. (2015, November 20). The rise of social media cyberbullying infographic. Retrieved from http://elearninginfographics.com/rise-social-media-cyberbully/
Lisa Librarian. (2017, July 12). Asking for it book trailer. Retrieved from https://www.youtube.com/watch?v=9-KGt5-WrtA
O'Neill, L. (2015, September 02). Why I explore rape culture in my new book for teens. Retrieved from https://www.theguardian.com/childrens-books-site/2015/sep/02/rape-culture-teen-book-louise-oneill
PACER. (2017). National Bullying Prevention Center. Retrieved from http://www.pacer.org/bullying/
RAINN. (2017). Warning signs for teens. Retrieved from https://www.rainn.org/articles/warning-signs-teens.
Teenline.org. (2017). Teens helping teens - Connect, talk, get help! Retrieved from https://teenlineonline.org/
Asking For ItWritten by: Louise O'Neill
Published in 2016 by Quercus
Grades 9 and up
ISBN: 978-1681445373
2017 Printz Honor Book
Book Review
Louise O'Neill's Printz Honor book, Asking For It, tells the disturbing story of a young woman who is brutally assaulted at a party and struggles to make sense of what happened to her, and what she must do take control of her life. This novel will leave readers shaken, but is an important text that can help students understand important social issues that plague our country, and countries around the world.
Teaching Ideas
English
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
d) Analyze the cultural or social function of literature.
After completing Asking For It, students in tenth grade English classes will participate in a class discussion about the author's purpose in writing this particular novel. To prepare for the discussion, students will formulate an hypothesis that explains the author's purpose. Next, they use library resources to find evidence that backs up their hypothesis.
Health
10.3 The student will advocate for personal health and well-being and promote health-enhancing behaviors for others.
v) Develop a list of resources that promote healthy relationships and assist with unhealthy and abusive peer, family, and dating relationships.
After reading Asking For It, students in tenth grade health classes will be divided into three groups that will use library resources to complete a research project. Each group will be responsible for researching either peer, family or dating relationships and discussing what healthy relationships look like, how to recognize unhealthy relationships and developing a list of resources that teens can use if they find themselves in unhealthy relationships.
Family Life
10.3 The student will examine values, morals, and ethics essential to the growth and maintenance of positive human relationships.
Descriptive Statement: The universal values of honesty, trustworthiness, self‑control, responsibility for self and others, and social justice are discussed as well as the development of moral and ethical systems, the definition of consent, and respecting others right to say no.
After reading Asking For It, students will each choose a character from the novel and evaluate their values and morals. Students will participate in a class discussion centered around these characters and their motives and discuss their responses to characters' actions throughout the novel. After participating in the discussion, students will break off into groups and, using library resources, and conduct a basic search on the term "universal moral code." Students will discuss their findings within their group, and then as a whole class.
English
10.8 The student will collect, evaluate, organize, and present information to create a research product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
Students will be complete a research project that responds to the question, "how can I make a difference in my community?" Students will choose a social issue or organization that interests them and use library resources to complete the research aspect of the project.
Further Explorations
Asking For It Book Trailer - This book trailer give students an idea of what to expect before reading Louise O'Neill's Asking For It and will garner student interest. Teachers might consider showing this trailer, having a class discussion and then giving students the option to read an alternate text (like Laurie Halse Anderson's Speak) that is less explicit, but deals with the same types of issues.
Tea Consent - This video breaks down the concept of consent in terms of offering some one a cup of tea. Many people (students and adults) have a hard time defining consent. This video explains it in no uncertain terms and is an excellent resource to use when introducing the idea of consent.
Why I Explore Rape Culture in My New Book for Teens - This article was written by Louise O'Neill and appeared in September of 2015 and discusses why O'Neill was moved to write Asking For It. Students who are left with questions at the end of the novel will benefit from the author's explanation. Alternatively, teachers could use this article as an introduction to the novel.
Teen Line - This website provides students with the opportunity to reach out and talk to some one about issues that they are experiences. With an extensive message board, and the opportunity to chat via call, text, or email, students can find help and discuss problems with peers that they might not feel comfortable talking with an adult about.
RAINN - This article is published by RAINN, the Rape, Abuse & Incest National Network and outlines some of the warning signs of that teen victims of sexual assault might display. It also contains links to further regarding abusive relationships and cyberbullying and harassment. This article is written in a format that all readers can access.
PACER's National Bullying Prevention Center - This website provides students with information regarding bullying in multiple formats. One of the many atrocities that the protagonist is subjected to is cyberbullying in a form that is sickening. Pacer's National Bullying Prevention Center provides students with the resources that they need to be responsible users of information and technology. Complete with audio, video and text, this resource will appeal to all students.
The Rise of Social Media Cyberbullying (Infographic) - This infographic provides students with information regarding cyberbullying as it pertains to social media. Any students who has a social media account will find this information fascinating, and due to its format, easy to access. A teacher could use this infographic to elicit a class discussion on cyberbullying as it pertains to Emma in Asking For It.
Partner Titles
Anderson, L. (1999). Speak. Harrisonburg, VA: R.R. Donnelley and Sons Company.
This National Book Award Finalist by Laurie Halse Anderson holds the story of Melinda, a ninth grade student who was raped at a party and ostracized by her classmates for contacting the police. With deft humor, and heartbreaking honesty, Anderson perfectly captures what it means to be 14 and unsure of who you are, and what you're worth. This text would pair complement Asking For It and provide less mature readers with an opportunity to participate in discussions without reading such a graphic account of sexual assault.
Lynch, C. (2005). Inexcusable. New York, NY: Simon & Schuster.
Keir Sarafian is a good guy. He's a loving son, and a devoted brother, and if there's anything he knows, it's that he'd never, ever hurt the girl he loves. Until he does. Printz Award-Winning author, Chris Lynch, tells a story of date rape - from the point of view of the rapist. National Book Award Finalist, Inexcusable, forces readers to consider the consequences of our actions, and what it means to be a good person.
Cohen, B. & Shenk, J. (2016). Audrie & Daisy [Video file]. Retrieved from https://www.netflix.com/search?q=audrie%20and%20&jbv=80097321&jbp=0&jbr=0 Nominated for eight awards, and winner of the Cinema Eye Honors Award (2017), Audrie and Daisy tells the story of two young women from different towns in the United States who were the victims of sexual violence and, subsequently, shamed on social media. Although this documentary is recommended for ages 16+, students will benefit from a look at two true stories of women who have suffered at the hands of their communities.
Dick, K. (2015). The hunting ground [Video File]. Retrieved from https://www.netflix.com/watch/80036655?trackId=13752290&tctx=0%2C1%2Cafd696e9a496c2a6315b62b515126f49ecc8e176%3A19abb609180f4b61b1b272738c64a05fdbff6419
Nominated for 23 awards and winner of 8, The Hunting Ground is a documentary that sheds light on sexual assault on college campuses and the cover ups that many institutions attempt to shield themselves from bad press and lawsuits. This documentary also discusses the devastating impact of sexual assault on students and their families. Again, students have the opportunity to see real world situations and discuss what can be done to promote justice for sexual assault victims.
References
Blue Seat Studios. (2015, May 13). Tea consent (clean). Retrieved from https://www.youtube.com/watch?v=fGoWLWS4-kU
ELearning Media. (2015, November 20). The rise of social media cyberbullying infographic. Retrieved from http://elearninginfographics.com/rise-social-media-cyberbully/
Lisa Librarian. (2017, July 12). Asking for it book trailer. Retrieved from https://www.youtube.com/watch?v=9-KGt5-WrtA
O'Neill, L. (2015, September 02). Why I explore rape culture in my new book for teens. Retrieved from https://www.theguardian.com/childrens-books-site/2015/sep/02/rape-culture-teen-book-louise-oneill
PACER. (2017). National Bullying Prevention Center. Retrieved from http://www.pacer.org/bullying/
RAINN. (2017). Warning signs for teens. Retrieved from https://www.rainn.org/articles/warning-signs-teens.
Teenline.org. (2017). Teens helping teens - Connect, talk, get help! Retrieved from https://teenlineonline.org/
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