Teacher/Librarian Collaborative
Author Study
Teacher(s) Lilian Caballero and Mrs. Keeler
Unit or Project: Scott Westerfeld bulletin board/Author Study
Dates Library Needed: For Bulletin Board, - Lunch and after School December 16
and 17th, 2013.
Will any part of this lesson take part in classroom?: Yes, the presentation to three
classes on the author, Scott Westerfeld and NANO, will occur in the classroom.
Essential Questions,
goals, objectives
On what parts will we
focus?
Demonstrates book
What similarities exist care practices
between Scott
Westerfeld, NANO,
Gains an
social media, and
writing?
appreciation
The overall objective
was to introduce how
a well known writer
among 8th graders
like Scott Westerfeld,
is not “untouchable”
but uses the social
media tools of Wiki,
NANO (National
Novel Writing
Month), Utube, and
blogging to enhance
his writing and
reading, not to
replace it.
of literature
Defines problem or
question
Plans effectively
Locates information
and/or leisure reading
Evaluates information
critically
Extracts and records
relevant information
Comprehends and
organizes information
Synthesizes and
communicates
creatively
Cites information
sources
Directions to student
What will we say and do to set
the stage, define the purpose and
create interest?
Anticipatory Set:
Video of Leviathan book trailer
from Scott Westerfeld to
students.
How difficult is it to write a 30,000
word novel in one month? What
about 50,000 novel in a month?
Introduce via the internet the
concept of National Novel Writing
Month, the Young Writer’s
Program, and the concept of using
social media Twitter to help
achieve the goal at the end of the
month.
Introduce the concept of Camp
Wrimo that occurs in April/May
and the opportunity to be a part
of this.
Reintroduce Scott Westerfeld and
his blog, showing his tips given to
participate in Nano as well as his
letter of encouragement during
November 2013 Nano. Make a
connection and tie to Westerfeld
Participates effectively
in groups
Self-assesses product
and process.
and the Nano process, bringing a
realistic spin on writing to the
students.
Pass around copies of authors
that attended the ALAN
Conference on Las Vegas, and tie
the relationship of authors
wanting to meet students, young
writers, and establish a
conversation.
Introduce the concept of blogging
as an author activity and also, the
question of asking, is Twitter an
author activity? Why or why not?
Introduce the concept of a virtual
Write In. Initially give students a
physical prompt to work with and
set 2 minutes. Following the 2
minutes, ask students to read
their last line. I will read my line
and/or story as time permits.
Next, show the difference
between given a prompt among
writers, and one from Nano’s
Virtual Write-in in UTube. Allow
students to write for 2 minutes,
repeat process of sharing out last
line and/or story.
Emphasize the fact that Scott
Westerfeld as a writer works
through the same process as each
of us as writers.
One week later – refer students to
bulletin board that provides QR
codes and information on the
connection between social media
and authors – as well as the
writing process.
Library Resources:
(technology,
materials, support,
expertise)
Scott Westerfeld
texts and projector,
with laptop to access
sites. Book Trailer of
Leviathan on UTube.
Teacher resources:
(technology, materials,
support, expertise)
Handouts from ALAN
conference, links to
NANO site,
CampWrimo Site,
Westerfeld’s blog,
teacher’sblog on
NANO, Twitter link to
NANO.
Bulletin Board supplies:
Silver paper, QR codes
for sites, samples of
Westerfeld’s
autographs, book
covers, AASL Standards,
Westerfeld’s comments
on writing.
Culminating task,
Lesson Plan (Learning product:
Activities)
Two samples of writing
Anticipatory Set:
created from simulated
Video of Leviathan
prompts that were
book trailer from
prompts during NANO,
Scott Westerfeld to
November 2013.
students.
Awareness of how to
How difficult is it to
join NANO and Young
write a 30,000 word
Writer’s Nano for the
novel in one month?
upcoming year.
What about 50,000
novel in a month?
Introduce via the
internet the concept
of National Novel
Writing Month, the
Young Writer’s
Program, and the
concept of using
social media Twitter
to help achieve the
goal at the end of the
month.
Introduce the
concept of Camp
Wrimo that occurs in
April/May and the
opportunity to be a
part of this.
Reintroduce Scott
Westerfeld and his
blog, showing his tips
given to participate in
Nano as well as his
letter of
encouragement
during November
2013 Nano. Make a
connection and tie to
Westerfeld and the
Nano process,
bringing a realistic
spin on writing to the
students.
Pass around copies of
authors that attended
the ALAN Conference
on Las Vegas, and tie
the relationship of
authors wanting to
meet students, young
writers, and establish
a conversation.
Introduce the
concept of blogging
as an author activity
and also, the question
of asking, is Twitter
an author activity?
Why or why not?
Introduce the
concept of a virtual
Write In. Initially give
students a physical
prompt to work with
and set 2 minutes.
Following the 2
minutes, ask students
to read their last line.
I will read my line
and/or story as time
permits.
Next, show the
difference between
given a prompt
among writers, and
one from Nano’s
Virtual Write-in in
UTube. Allow
students to write for
2 minutes, repeat
process of sharing out
last line and/or story.
Emphasize the fact
that Scott Westerfeld
as a writer works
through the same
process as each of us
as writers.
One week later –
refer students to
bulletin board that
provides QR codes
and information on
the connection
between social media
and authors – as well
as the writing
process.
Assessment:. I think the chance to build and create a bulletin board, that ties into a
unit about Scott Westerfeld is and did work well with a student, someone that was
recommended to me from Guidance as needing some CAS hours; this was a great
opportunity! The overall objective was to introduce how a well known writer among
8th graders like Scott Westerfeld, is not “untouchable” but uses the social media
tools of Wiki, NANO (National Novel Writing Month), Utube, and blogging to
enhance his writing and reading, not to replace it. This seemed to work out well. In
the class, I was able to get all information to students before the end of the period,
as well as cause interest, and have students participate. I liked the variety of social
media, writing, authors, and connecting all together to the students and
empowering them to write.
Weaknesses: I did think that since this was not a formal lesson plan, I needed to
have a better structure of planned events, so that all topics were given. At times, it
seemed a bit different when I saw students that were not interested in the same
topics, so I would switch the topics up a bit. Also, I wanted to use part of the period
to have the students actually interact with technology, however, there was no time.
I am not sure if that would have been a decisive factor.
Continuation:
I followed up with a bulletin board in the library that I hope will extend the
possibilities of NANO, writing, authors, and social media tied with teachers and
students alike. The variety of roles authors take in writing, as well as their impact
with social media, and how students can be directly involved should be brought to a
more personal level for them.