Tree Book Deserts.jpg

“How do you become literate when there are no available resources?”

Big Idea:

Students will research Book Deserts and the impact/implication on education and long-term effects on learning through print and non-print media, informational text, and other sources, and then reflect on share the story of their own community.

Action steps will include an ethnography, geo-mapping, creation of book depositories, book collections, and Public Service Announcements tied to service learning projects.

Enduring Questions: What are the qualifying factors in a Book Desert? How does a Book Desert marginalize individuals through the discriminating practice of access to resources? What responsibilities come with living in a diverse society? How does statistical data tell a larger story in terms of dwindling book/literacy resources? How do varying points of view affect our reactions to data?

Essential Questions: What role do statistics have in forming a narrative? How does context allow us to understand the importance of numbers? How do points of view change our reactions to data? What is the relationship between diversity and inequality?

Unit Summary and Rationale: Students will self-select Service-Learning project plans on Book Deserts through choice and control. Students will evaluate, analyze and synthesize information on Book Deserts as they present to peers in the creation of a class project through action-based research. The focus of the inquiry based project on Book Deserts is to use rhetorical strategies, through equity literacy, persuasive writing, and presentations while being agents of change in the community.

Unit Connection College and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
  • Students will demonstrate independence.
  • Students will value evidence.
  • Students will build strong content knowledge.
  • Students will respond to the varying demands of audience, task, and discipline. Students will critique as well as comprehend.
  • Students will use technology and digital media strategically and capably.
  • Students will develop an understanding of other perspectives and cultures.

Unit Standards:

Reading: Informational Text

Craft and Structure
ELA-Literacy.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and external image arrow-10x10.png the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
ELA-Literacy.RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Integration of Knowledge and Ideas
ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Speaking and Listening

Comprehension and Collaboration
ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


Research to Build and Present Knowledge
Literacy.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support external image arrow-10x10.png, reflection, and research.
ELA-Literacy.W.11-12.9b Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).


Vocabulary Acquisition and Use
ELA-Literacy.L.11-12.3 knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
ELA-Literacy.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and Listening

Presentation of Knowledge and Ideas
ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.


Use appropriate tools to and information with others.
Reading TasksEquity LiteracyAnnotating Informational Texts\

Defining Book Deserts

David Sedaris
Me Talk Pretty One Day

The Atlantic

Ed-Week; First Food Deserts, Then Book Deserts

NYU Article on Book Deserts:

Book Deserts in Urban Areas

Writing TasksEquity Literacy
Word Work Activity
Student GeneratedText-Dependent Questions
Anti-Bias DomainCommunity Interview
Discussion Tasks:
Collaborative Inquiry Data

Using Editorial Cartoons to Teach Social Justice.docx
Using Editorial Cartoons to Teach Social Justice.docx
Using Editorial Cartoons to Teach Social Justice.docx

Create one in the spirit of the one on food banks but now on Book Deserts

Group SMART Goals

Aggregate Responses
Responses to Text-Dependent Questions
Narrative Techniques and DevicesSatire
Public Service Announcements
Language/Vocabulary Tasks:
Word Work

Vocabulary Chart
Defining Words through context
Ongoing, student monitored:
Chapter/WordContextual DefinitionRevised Definition

Assessment Evidences:

Pre-Assess Knowledge of Book Deserts

Satire Exit Ticket.docx
Satire Exit Ticket.docx
Satire Exit Ticket.docx

Website Votiing
Favorite Poem Project

Aggregate Log Responses/Seminar Activities

Satire Information
Using Editorial Cartoons to Teach Social Justice.docx
Using Editorial Cartoons to Teach Social Justice.docx
Using Editorial Cartoons to Teach Social Justice.docx
Politcal Art Planning Guide.pdf
Politcal Art Planning Guide.pdf
Politcal Art Planning Guide.pdf

Point of View and Tone ActivityExit Tickets
Exit Ticket Political Cartoons.docx
Exit Ticket Political Cartoons.docx
Exit Ticket Political Cartoons.docx

Map Maker

Item Analysis

Test Corrections

and Seminar

Plans Developed

Compare Contrast.pdf
Compare Contrast.pdf
Compare Contrast.pdf

Reflection/Action Plan Implementation

What is Service Learning? Foundations and How it is Evolving for Us.

Service Learning at Grimsley High School

What will define you?

Que Pasa Article.png
Que Pasa Article.png

National Center for Homeless Education.JPG
National Center for Homeless Education.JPG

The Process using the IPARD method:


1-Form collaborative groups of five

2-Research, synthesize and report on the impact of poverty narrowed to Book Deserts. Where are your resources?

3--Develop an action plan with SMART Goals to create a book exchange with cost, materials, supplies, etc. to produce a book exchange at an elementary school and create a visual presentation to 'pitch' your design as the one template used by the class. Include research-based data on Book Deserts and detailed cost basis as well

4-Develop SMART Goals


SMART Goal Worksheet.png
SMART Goal Worksheet.png

5-Formulate an Action Plan using the Guilford County Rubric guideline
Guilford County Schools Learning Look-Fors.PNG
Guilford County Schools Learning Look-Fors.PNG

6-Provide your research and plan in the chart below/embed your presentation using the widget function:

First Period Vote

Group Name



Cost Analysis Chart




Alondra's minions
Book deserts
Alondra Ruiz, Adair Garner, Caitlin Reisdorf, Rebecca Little, and Catherine Buchholtz

Exterior plywood for walls, floor, and roof (4 sheets of 4x8)
Clear acrylic sheet for door 23"x16"
Two box of #8 1-1/2" flathead brass wood screws
4" hinges and 1/2 inch hook
32 oz Ultra cover Gloss Apple Red General Purpose Paint

Tater Tots
Book Deserts
Claire Barger, Alex Pass, Alex Caulder, Bailey Perry, and Taylor Wilson

Severe Weather ¾- in Common Pine Plywood Sheathing 4x8, Plexi Glass - OPTIX .08 in x 28 in x 30 in - clear, Amerock Revitalize Gilded Brass Round Cabinet Knob,Paint, Self Closing Hinges, Nails, Shingles

Big House
Book Deserts
Tommy, Tate, David, Liam

Two sheets of ¾” thick nominal 4’ x 8’ plywood.  Four three-inch flat L-brackets.  A sheet of 1/16” thick plexiglass, at least 15” x 15”.  12 1/8” window screen clips.  Two flush type hinges (hinges that lie flat).  A door handle.  A box of 2.5” exterior grade screws. Glossy Blue Paint

More than Books
Book Deserts
Reagan Hiers, Berit Nilsen, Josie Myers, Laiyah Haley, Erin Gundersen

wood, spray paint, hinges, sheet of plexiglass , 1 box of nails, 2 hinges, handle

Room Talk
Book Deserts
Alexander Tricot, Charles Tate, Georgia Little, Aya Al- Rufaye, Khalique Everett

Door Hinge (2), Door Magnet (1), L Brackets (4), Sheets of 4 x 8 Plywood (6), Door Handle (1), Blue Paint, Nails

Xavier Hooper
Zach Harrison

-4 pieces of 1×6 lumber – 18 1/2
- 2 pieces of 3/4″ plywood – 32″, 4 pieces of 1×3 lumber- 12 1/2
- 1 piece of 3/4″ plywood – 18 1/2″x28 1/2
- 3 pieces of 1×4 lumber
14 pieces of 1×2 lumber – 32

Small House
Book Deserts
Hill Wornfeck, Mason Baker, and Walker Martin

White Paint- 12.98
Navy Paint- 9.58
Top Choice (2inx6inx8ft Lumber) - x7 = 29.82
Window Screen Tension Springs - x2 = 6.56
Gatehouse Gate Pull (handle) - 3.67

Third Period Vote

Group Name




Analysis Chart




Elves On the Book Shelves
Book Deserts
Kiara W., Emily B., Jasmine F., Leo W., Grayson P.

Acrylic Paint, 2 Hinges, 1 Handle, Body and Roof ( 8ftx4ft plywood sheet x2), 18inx24in Plexiglass, Screws, Brushes

Aid n
Book Deserts
Emma R, Jourdan W, Ahmed W, Quint B, Aiedyn W.

244.60 (tax included)
3/4x4x8 (2) Oak Hardwood, 1x8x8 (3) White Wood Board, Door Knob, Screws, Hinges, Eye Hook, Paint (green and brown), Gorilla Glue, Paintbrushes

R.I.P. Harambe
Book Desserts
Taylor Henegar, Walter Yount, Alex Biaggi, Cameron Jacke, Benjamin Skidmore, Bryn Convington

2 1/2 In. screws, 1x8 wood, green paint, lots of books

Book Deserts
Layla S., Morgan H., Noah B., Eleni H,. Katherine E.


Handle, Hinges, Paint (various colors), Wood sealer, Epoxy/screws, Plexiglass sheet (2 1.75' x 2' pieces), Plywood (3 2.5' x 2' pieces, 2 3' x 2.5' pieces, extra for cutout)
Bob the Builder
Book Deserts
Melody D., Tyler J
., Zakiya D., James B., Will C.

four 2' x 8' x 18 ft , 2 hinges (flat) , 2 magnets, Roof , paint ( Black, and Many colors) Three 2' by 4' for shelves (depends on the size)

Book Deserts
April T., Hannah S., Mariana M., Ryann M., Emma W.

$60 (approx. not including wood)
Wood, paint (gold and navy blue), Hinges, Knob/Handle for door, Nails/Screws, Mini flags,

7- Demonstrate to others through placement of your work in elementary schools and uploaded pictures.


How successful were you at completing this task as a team?

What factors may have contributed to one person having more resources than the other person?
What was this experience like and how could this serve as an engaging activity for a diverse group of people?
What message would you hope participants take away from this experience as it applies to service-learning and character development?