Students will design and execute a book drive in order to create a library corner in a local agency or shelter.

Anticipatory Set:
Journal entry: Ask students to think about the books they had as a young child. Ask them if they remember how they felt about the books and what happened to them. Invite students to share their entries with the whole group. Ask students what they could do with books that they no longer use. (If they have a story/stories they do not want to part with, don’t encourage them to give them up.) Ask them who in the community might be able to use these books. (Guide the students to think about the shelters where young children are staying.) Ask them what goals they might set for a project. Take a few minutes to talk about the sensitivity issues related to this project.

Day One:

• Ask students to come up with a list of tasks they would need to accomplish if they were going to have a book drive. Divide the students into groups of two or three and distribute a copy of Planning and Procedures (Attachment One) to each group. (If you have generated your own list, create a handout to use instead of copying Attachment One). Ask students to discuss what responsibility would go with each job. Have them write their answers in the space provided. Once students have had a chance to finish, have them report out to the rest of the class. Together come up with a list of assignments for each group. Ask students why we might involve other members of the community. Have the students identify their first and second choices of jobs. (Following are suggestions for each category. You may include other tasks.)
  
  
  • Four Agency Liaisons (or Ambassadors): Ask students what groups in the community might have a need for a children’s book corner. Have them use a phone book to identify places in the community that might be interested in the project. Instruct them to make a list of their findings, choose the top five by listing them in order of greatest need and give a rationale why those were the top choices. Have them generate a plan for approaching the agency or shelter and keeping them informed of the details. They will be required to design a brochure (using Microsoft Publisher or another program) to be presented to the agencies, explaining the elements of the project and the request for partnership.
    
    
  • Four Members of the Book Criteria and Review Committee: These students will be responsible for coming up with the criteria for judging the quality of the books. They should start by identifying what condition the used books should be in to be acceptable. Examples would include: no writing or drawing that would take away from the value of the book; the book is in good condition as far as the binding with no torn or missing pages; the story should be appropriate for young children. They may create a brochure (using Microsoft Publisher or another program), including a checklist to be given to the other groups so that the information can be mentioned in the advertising. They will also be responsible for reading and reviewing the donated books to be sure they meet the criteria.
    
    
  • Four Local Business Liaisons: This group will be responsible for identifying local businesses or service groups that may be willing to donate. They should consider retail businesses that sell children’s books, as well as those businesses that may be willing to purchase new books or bookcases, display or storage cases for the book corner site. They should create a brochure (using Microsoft Publisher or another program) to be taken or sent to the businesses. (Use your school’s letterhead stationary.) They should also design a sticker to be placed on the front cover of the books or on the storage/display item to recognize the origin of the gift. They would also be responsible for making sure all participating businesses receive “thank you” notes.
    
    
  • Local Area Business Advertisers: These students would be responsible for designing a marketing campaign to make the community aware of the book drive. This group should create flyers or posters containing all the pertinent details. Have them start by thinking about who to contact and what type of advertising is most effective to them. This group may need to work with the “Business Liaisons” in order to include something about the collection process. They may consider word styles, illustrations and colors. They may also contact the local radio or newspaper to see if they could get some free advertising there. They should create a possible presentation scenario to be viewed by the teacher before starting their contacts.
    
    
  • School Advertisers: These students would be responsible for designing a marketing campaign to make their school or district aware of the book drive. Contact the administration or teachers to elicit their help. This group should create flyers, (using Microsoft Publisher or another program) containing all the pertinent details. You may have them start by thinking about who to contact and then what type of advertising they feel is most effective to them. This group may need to work with the “Family Liaisons” in order to include something about the collection process. They may consider word styles, illustrations, and colors. They may also be in charge of writing an announcement or bulletin for the school Web site.
    
    
  • School/District Family Liaisons: This group’s major responsibility would be to create a brochure (using Microsoft Publisher or another program) to send to the households of the student body explaining the book drive and asking for their support. They will also need to decide on a method for collecting the books. They may be responsible for collecting books from specific classrooms on a daily basis. They would also be in charge of making sure all families who donated books receive thank-you notes.
    
    
• Homework Assignment: Explain to the students that a project like this will need prior approval from administration. Instruct students to write a letter to the principal (or other administration) describing the procedures and purpose of the project.

Day Two:

• Team Building. Put students into their working teams. Instruct them to create a plan, using the notes from yesterday, of exactly what tasks they will be responsible for and how they will administer them. They are to include details for their products, as well as rationale for why they chose the style, layout, coloring, lettering, etc. (You may encourage them to generate a priority list of what needs to be done first, etc., or they may create a timeline task list which has a place for including the details. Tell them they need to have the plan ready to be reported out before the end of the class session.
  
  
• Reporting Out. Allow each group ample time to report out and take directions, suggestions or comments from their classmates.

Day Three:

• Just Do It! The following days will be spent following through with the project. When the project is finished, distribute a copy of Final Results (Attachment Two). Allow students time to complete the reflection and share with the whole group.

• Interactive Parent / Student Homework:
  Students will be asked to write a letter to the principal or other administration, describing the project and its purpose. Students will be asked to share the project with their families and then to go through any children’s books they might have to see if they have something they would like to donate.