{"id":9,"date":"2013-08-20T09:54:00","date_gmt":"2013-08-20T09:54:00","guid":{"rendered":"http:\/\/brightoninternational.in\/teachclub\/?p=9"},"modified":"2016-03-31T10:08:36","modified_gmt":"2016-03-31T10:08:36","slug":"school-library-activities-involve-innovate-and-ignite-the-reading-habit","status":"publish","type":"post","link":"https:\/\/brightoninternational.in\/teachclub\/school-library-activities-involve-innovate-and-ignite-the-reading-habit\/","title":{"rendered":"School Library Activities – Involve, Innovate and Ignite the reading habit."},"content":{"rendered":"
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Library classes \/ time should be the most important part \/class \/ period in a school’s curriculum, but sadly this gets sidelined across a lot of schools and is also categorized under the secondary priority when it comes to course completion and other activities. Thankfully some emphasis has come through extra reading evaluation started by CCE, but still a hell lot is still to be done. A lot of work can be done in junior classes to make them interested in reading.
\nAt our school we have been working on this, I am listing down my five favourite activities we have been \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0trying to do with the students,<\/p>\n

1. Building the story Pyramid<\/b><\/h2>\n

Each of the students are given a book, like a small mostly pictorial in nature along with some text. The student reads it and later is given a worksheet to describe the book in the form of a pyramid.<\/p>\n

Line 1 \u2014 one word, stating the name of main character<\/b><\/div>\n
Line 2 \u2014 two words, describing the main character<\/b><\/div>\n
Line 3 \u2014 three words, describing the setting<\/b><\/div>\n
Line 4 \u2014 four words, stating the problem<\/b><\/div>\n
Line 5 \u2014 five words, describing one event<\/b><\/div>\n
Line 6 \u2014 six words, describing a second event<\/b><\/div>\n
Line 7 \u2014 seven words, describing third event<\/b><\/div>\n
Line 8 \u2014 eight words, stating the solution to the problem<\/b><\/div>\n
\u00a0<\/b><\/div>\n
for example (Ramayana)<\/b><\/div>\n
\u00a0<\/b><\/div>\n
Ram<\/b><\/div>\n
Honest, Obedient<\/b><\/div>\n
Ayodhya, Successor, Old Father<\/b><\/div>\n
Stepmother, Ambition, Brother, Exile<\/b><\/div>\n
Sita, Kidnap, Hanuman, Monkey-Army, Bridge<\/b><\/div>\n
War, Vibhishan, Fire in Lanka, Medicine(Sanjeevani), Ten Heads Ravana, Jatayu<\/b><\/div>\n
Victory, Truth, Air plane, Back to home, Peace, Ram Rajya, Brothers united<\/b><\/div>\n
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2. A permanent section in the school st<\/b>udent’s\u00a0<\/b>almanac<\/b><\/h2>\n

For the entire year we have created a permanent section in the \u00a0almanac for the teacher\/librarian.Student\/parent to track the list of books they have read during the entire year. This is supplemented by a worksheet or by a group discussion after reading each of the book where students talk about the following aspects of the book;
\nWhat have they read
\nWho is the author
\nThe idea in the story
\nDoes it happen in real life<\/p>\n

3. A Train journey in the school library<\/b><\/h2>\n
Students are asked to make a train with one behind the other, the librarian become the engine. The train stops at all major landmarks \u00a0within the library. Various section inside the library like Newspapaer, Magazine, Biographies, Fiction, Non Fiction, Encyclopedia, General Books, Reference books, Audio Visual corner. This way the students get an idea what is in store for them.<\/div>\n
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4. Locating my Favourite Fairy Tale Book<\/b><\/h2>\n<\/div>\n
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Students are given ideas about fairy tale stories and are asked to go and search the book in the library. Once they have found and read it. They are asked to fill in details on the worksheet which are as follows;<\/div>\n
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