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I know, I know. Teen Tech Week is technically no more (find out about the replacement, TeenTober here). However, that is not stopping our AMMS Lions from participating in our own Teen Tech Week! If you're like us and still love the idea of a week dedicated to exploring technology for teens, feel free to take some ideas from this post. Our SWAT (Students Working to Advance Technology) will host tech workshops for students during homeroom time March 10th-March 13th. In addition to this, we are hosting a Teen Tech Week BINGO to promote the use of our MakerSpace and digital literacy.   
We brought history to life with our Makey Makey project on influential Black Americans from history and current events
Our 6th grade classes researched influential Black Americans using our Gale Biography database. Students were assigned the "Black History Month Biography Research" Google Doc template in Google Classroom so they could edit it directly. They also had the choice of working with partners or by themselves. We all love choice! Find the template below.
Lesson Plan
Lesson Title: Biographies Come Alive!
Grade/Age: 7th Grade Content area: Language Arts Point in year when your lesson is taught (prior knowledge assumed):
Learning objectives/learning targets:
ISTE Standards for Students (CT and DT plus any others addressed) - Please list the standard indicators addressed and include a brief description of the ways in which students will meet them:
ISTE Standards for Educator (CT and DT plus any others addressed) - Please list the standard indicators addressed and include a brief description of the ways in which students will meet them:
Assessment - How students will demonstrate mastery: Computational thinking/Design thinking activity:
Outline:
Digital tool(s) you’ll use and how it/they contribute to your lesson:
If relevant, how you’re engaging one or more alternative learning environments (blended, flipped, makerspace, fully online, etc.) and/or pedagogical approaches (project-based, problem-based, personalized, deeper, etc.). Students will use tools from our MakerSpace in order to create their projects. This lesson also uses a project-based learning approach in that students are creating a product that showcases a person they chose to research and are creating meaningful events for others to learn about their person. Project in ActionBody Templates for Project
Rubric
Skype is an amazing tool to break down barriers for our students in connecting with others to explore and learn. I have always used Skype for World Read Aloud Day, but this year we explored Microsoft Teams to make it easier on our infrastructure to connect. This made a huge difference for our teachers and volunteer readers because the learning curve wasn't too high. All they needed was the link! We were also able to record to share out later as well.
See our experience below!
I consider my number one priority as a librarian to acquire awesome books and help our students find books that they will love or find interesting. Many in the profession call this readers advisory. There are so many forms this can take from book trailers, book talks, personality quizzes (see my post about genre personalities here), having one on one conversations, and today I am sharing one of my favorite readers advisory activities: speed dating with a book!
What is speed dating with a book?
Students spend 3-5 minutes with a book of their choosing and rate the books they 'date' on their attractiveness, personality, and comprehension/compatibility. There are different variations on this activity all around the internet nowadays so feel free to do some Googling for different ideas.
You could hear a pin drop they were so engaged in their 'dates!'
Setting the Stage to Engage
I set out a variety of high interest books from different genres on 7 -8 different tables with 4 chairs each. My list changes each time I do this activity because new books come out and I get to know the students and their interests more. The number of books stays about the same as I want to have enough for students to choose from. With 6 books per table and 7 or 8 tables, plan to have 42-48 books on hand.
Find the table images I created for table signs here. I like to go extra when decorating so of course I had tablecloths and decor on all the tables. There is a cheap option on Amazon for a pack of white tablecloths. The decor I have collected over the years, but since it is Valentine's Day, there are always good deals at Michaels, Target Dollar Spot, or Hobby Lobby. 
One other thing I do is softly play cheesy love music in the background as a timer for each date round. Besides the books, this is what our teachers and students love the most! Check out the Spotify playlist I made just for them here.
How Do I Choose Books?
Choosing books depends on the age group that is coming in and the personality of the students I know are visiting the library. This honestly gets into a deep discussion about readers advisory, but I work with our Student Library Advisory Board throughout the year to know what books our students are loving along with circulation stats and new releases. I also read (A LOT) and generally know the books. This year, I tried something new by picking books based on their 'personalities' rather than just their genres. This has been a huge hit with the students!
The biggest consideration for me in choosing books beyond this is whether we have the digital version of the book on Sora-OverDrive so students can check the book out immediately. That instant gratification is crucial with our reluctant readers and OverDrive makes that possible while also helping me maintain organization for two weeks of speed dating. Resources
The #MeToo movement has shed new light on the prevalence of gender-based harassment and violence. As national conversations about power, patriarchy, and oppression continue to expand, we have seen acknowledgement on a smaller scale (including through #MeTooK12) that schools and students are not immune to these issues. However, conversations about healthy relationships and dating, gender equality, sexism, and harassment are not easy, which has led to a longstanding culture of silence. Only about half of all states have requirements for teaching sex education, leaving the landscape around students' knowledge of these topics uneven.
How can we support our students in the wake of the #MeToo Movement?
Barbara Dee's timely exploration of this subject is the perfect starting point for conversations regarding the #MeToo Movement in our schools.
Description: "For seventh-grader Mila, it starts with some boys giving her an unwanted hug on the school blacktop. A few days later, at recess, one of the boys (and fellow trumpet player) Callum tells Mila it’s his birthday, and asks her for a “birthday hug.” He’s just being friendly, isn’t he? And how can she say no? But Callum’s hug lasts a few seconds too long, and feels…weird. According to her friend, Zara, Mila is being immature and overreacting. Doesn’t she know what flirting looks like? But the boys don’t leave Mila alone. On the bus. In the halls. During band practice—the one place Mila could always escape. It doesn’t feel like flirting—so what is it? Thanks to a chance meeting, Mila begins to find solace in a new place: karate class. Slowly, with the help of a fellow classmate, Mila learns how to stand her ground and how to respect others—and herself."
Lesson and Resources
A fellow change-agent teacher friend of mine, Courtney Hagans, and I read this heartfelt novel and knew it would be the perfect starting ground for a deeper discussion regarding the #MeToo Movement for her 8th graders. There is nothing explicit in the novel, but it does bring up some deeper (and let's be honest, uncomfortable) conversations.
To introduce the novel, we introduced the idea of the #MeToo movement based on a lesson we found from the New York Times with a graffiti wall (thank you Padlet) answering a few intro questions.
(Padlet was copied over so that names are not listed to maintain the privacy of our students.)
We thought using Padlet would help our students open up more due to the anonymity of the posts. We used these points to guide our discussions in small groups with our girls.
From there, we began reading the novel. We used the following discussion questions to guide our book discussions in person.
We had the phenomenal opportunity to meet with Ms. Dee following the completion of the novel in which our girls spent their lunch having a conversation with her regarding the book and the #MeToo Movement in schools, specifically middle school. It was the most amazing experience to get first hand information and to be able to ask questions from the expert and author!
Final Project
As the final project of this lesson, our 8th graders put together a Wakelet of resources for their classmates and teachers to learn more about the #MeTook12 movement to support our school community as well as to help the stigma of this subject becomes less controversial and more helpful.
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Martha BongiornoSchool Librarian in Metro Atlanta 
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