To make your own copy of this worksheet, go to File and click on Make a Copy. Replace “Copy of” with your name or initials.
BEYOND THE BOOK WORKSHEET
Developed by Dr. Noreen Naseem Rodríguez
| VALUE | DUE DATE | TURN IN |
| 15 points | Canvas (GoogleDoc link) | |
| CONTEXT FOR LEARNING: | Replace this text with your own words describing what you learned about your school, students, and the community(ies) your school serves. You may want to include demographic information, history, or share quotes from people you talked to about what is important to your students and their communities. This should be about 2 paragraphs. | |
| TITLE OF BOOK CHOSEN: | (insert image of book cover here) | |
| HISTORICAL EVENT DESCRIBED: | ||
| YOUR SUMMARY OF BOOK: | ||
| What is the dominant narrative of the historical event(s) that takes place in the book? | ||
| Does the book offer readers a counter narrative? Why or why not? | ||
| BUILD YOUR BACKGROUND KNOWLEDGE | ||
| RESOURCE #1:
(insert name and link here if website) |
Replace this text with your own words describing what you learned about your chosen historical event. You may want to include important dates or facts that you find especially important for students to know/learn. | |
| RESOURCE #2:
(insert name and link here if website) |
Replace this text with your own words describing what you learned about your chosen historical event. You may want to include important dates or facts that you find especially important for students to know/learn. | |
| RESOURCE #3:
(insert name and link here if website) |
Replace this text with your own words describing what you learned about your chosen historical event. You may want to include important dates or facts that you find especially important for students to know/learn. | |
| OTHER RESOURCES REFERENCED (optional – add more rows if needed) | Replace this text with your own words describing what you learned about your chosen historical event. You may want to include important dates or facts that you find especially important for students to know/learn. If you don’t need this extra row, delete it! | |
| DESIGN A LEARNING OPPORTUNITY WITH PRIMARY SOURCES | ||
| When do you want to introduce primary sources related to this book: before, during, or after the read aloud? Why? | Replace this text with an explanation of how you would use primary sources with your chosen book and when you would use them in relationship to the read aloud (before, during, or after). Why did you choose to use primary sources at this time? How do you think this decision will utilize students’ prior knowledge and support students’ understanding of the historical event? | |
| What kind of response do you expect from students about what they observe in the primary sources? | ||
| How do/will the primary sources add complexity or nuance to the narrative in the book? | ||
| How does this book, sources, and/or learning opportunity connect to your students and their learning context? | Replace this text with an explanation of how Describe how your text, the sources you chose, and/or the learning experience connect to your students’ lived experiences and contexts. | |
Below, organize the primary sources you will use with your chosen book. You may NOT use primary sources that are not verifiable or that do not have a clear source (ex: Google Images). Looking at archives and museum/blog online collections is the most effective way to find verifiable sources. If you cannot locate specific information that confirms the photo’s date, location, creator, etc., then you should not use the source.
| PRIMARY SOURCE INFORMATION | PRIMARY SOURCE
(Shrink size to fit in column) |
QUESTIONS ABOUT
PRIMARY SOURCE |
| Source #1: (Insert one sentence description, date, location, creator, link to archive or origin of the source)
If you would use this primary source DURING the read aloud, replace this text by noting where in the book you would use it. Otherwise delete this. |
1.
2. 3. |
|
| Source #2: (Insert one sentence description, date, location, creator, link to archive or origin of the source)
If you would use this primary source DURING the read aloud, replace this text by noting where in the book you would use it. Otherwise delete this. |
1.
2. 3. |
|
| Source #3: (Insert one sentence description, date, location, creator, link to archive or origin of the source)
If you would use this primary source DURING the read aloud, replace this text by noting where in the book you would use it. Otherwise delete this. |
1.
2. 3. |
|
| Source #4: (Insert one sentence description, date, location, creator, link to archive or origin of the source)
If you would use this primary source DURING the read aloud, replace this text by noting where in the book you would use it. Otherwise delete this. |
1.
2. 3. |
|
| OPTIONAL Source #5: (Insert one sentence description, date, location, creator, link to archive or origin of the source)
If you would use this primary source DURING the read aloud, replace this text by noting where in the book you would use it. Otherwise delete this. |
1.
2. 3. |
If you are able to actually do this read aloud with primary sources, you can get 2 bonus points if you describe the experience below. You can teach this in your teaching placement or in an informal setting with young people.
| BONUS: Teaching Opportunity | Replace this text with a description of the teaching context (classroom or informal setting, number of students, age, any other relevant information) |
| Did the lesson go as you planned above or did things change? | |
| How did students respond both to the book and to the primary sources? | |
| What would you do differently if you were to try this again? |
