Text sets provide “a way to have books rub up against other books and start won

Text sets provide “a way to have books rub up against other books and start wonderful conversations.” (Harste, 2017)

Purpose: Select mentor text to support engaging students in reading and responding to a variety of high interest children’s literature.
Learning Outcomes/Skills/Knowledge: Select contemporary high interest, diverse, children’s and young adult literature for the classroom based on criteria presented in the course and scholarly readings/resources. Develop lesson plans that meet professional teaching standards and support authentic responses to children’s and young adult literature by drawing on various research-based response strategies.
Background: This course was designed to develop your knowledge of an extensive array of literature and to cultivate criteria for determining quality literature. The affordances of text sets are limitless in many ways. Readers have the opportunity to make intertextual connections while broadening their understanding of a common topic or theme. After completing your research project you will create a text set for the audience of your choice (This could include: your classroom, your grade level, your school etc.).
Tasks
Write a rationale (approximately 1-2 pages) for the series of books in your text set and consider the following:
Note: Reference the findings from your course readings when articulating your rationale.
Who is the intended audience for your text set? Describe the audience and context for your mentor text set. This is your chance to exhibit your knowledge of the educational community your text set is intended to serve (i.e. your classroom, your grade level, your school). See example text sets for ideas.
How is your text set organized? Specifically, consider is your text set a series or collection of books central to an academic topic, or theme, or a conceptual idea? In other words, texts should “talk to each other.” How do your texts do that?
Describe the context of the curriculum. In other words- where would this work in a year-long course of study?
Describe why you selected the books you chose and how the text set you created can be used to meet curriculum standards in authentic ways. Consider the criteria for evaluating and determining the quality of literature for your students?
Create a mentor text set utilizing recommended booklists, blogs and websites found on the TDRL website https://guides.library.unlv.edu/cyalitLinks to an external site.
NOTE: All texts you select for this text set must be published in the past 10 years!
Select an anchor text. The anchor text you chose should serve as the foundation or building block of your text set. Consider this book as a teaching tool, one on which you will draw on over and over again as you discuss the other books in your text set.
Choose 5 other texts, write a brief annotation along with a APA citation for each (5). Books must be published within the last 10 years and must be selected from one of the sources provided in the course. Annotations should include:
1-2 sentence summary of each text.
3-5 sentences connecting books by topic, theme, or conceptual idea.
Create 2 lesson plans (1-2 pages) that incorporate authentic ways for students to respond to the books you’ve selected. Includes research-based response strategies appropriate to objectives of lesson and includes appropriate integration of technology where applicable.
Criteria for Success:
Clear and thoughtful written rationale for book selection specific to the context of the intended audience (whether it be your classroom or your grade or the school). Rationale articulates an academic topic, theme, or conceptual idea and makes clear connections between texts based on this organizing principle. Research findings and course readings are used as references and support your rationale.
Text set includes 6 (1 anchor/5 supplemental) contemporary picture books and/or chapter books connected to rationale and topic with concise annotations. (MUST BE PUBLISHED IN THE LAST 10 YEARS!)
2 detailed lessons (1-2 pages) that incorporate authentic ways to respond to the books you’ve selected. Includes research-based response strategies appropriate to objectives of the lesson and includes appropriate integration of technology where applicable.
References
Harste, J. (2018, August 21). Annenberg Learner Teaching Multicultural Literature: A Workshop for Middle Grades, Workshop 4 Research and Discovery. Retrieved from https://www.learner.org/workshops/tml/workshop4/teaching.htmlLinks to an external site..

Keep in mind this is an example! You will not need to include 10 books ONLY 6= 1(anchor text)+ 5 other
https://guides.library.unlv.edu/cyalit
Make sure to choose an elementary grade level!!