Ursula Upside Down: A Picture Book About Perspective, Confidence, and Being Yourself

 Because my school’s only vendor is Scholastic, I sometimes miss out on quieter picture books that don’t come with big buzz. Every once in a while, though, a title stands out immediately — and Ursula Upside Down by Corey R. Tabor was one of those books I’m especially glad I didn’t miss.



At first glance, it feels like a simple, charming picture book. But as I read, it quickly revealed itself as a thoughtful story with big ideas — one that works beautifully for classrooms, libraries, and SEL lessons.

The story follows Ursula, a catfish who lives her life happily in what she believes is a perfectly normal world. She swims, eats, and goes about her day without question. There’s just one thing readers notice right away: Ursula’s world is upside down.

Everything feels right to Ursula… until one day, another fish points out that she’s upside down. Suddenly, something that never bothered her before becomes impossible to ignore. Ursula begins questioning herself, her world, and whether something is “wrong” with her.

Just as doubt starts to creep in, Ursula meets a friendly bat — who, of course, also lives upside down. Through this unexpected friendship, Ursula begins to see things differently and realizes that being upside down isn’t a flaw at all. It’s simply who she is.

The Good

This book is a fantastic SEL read-aloud with a clear but gentle message about self-acceptance, confidence, and perspective. The text is accessible and engaging, and the illustrations perfectly reinforce the idea that there’s more than one way to see the world.

It’s the kind of book that naturally invites discussion. Students want to talk about how Ursula feels, why her confidence wavers, and how perspective can change understanding.

The Not-So-Good (From a School Librarian Lens)

There’s very little to flag here. Some students may strongly relate to Ursula’s moment of self-doubt, so it’s helpful to pause and talk through those feelings as a class. That emotional moment, however, is exactly what makes this book such an effective teaching tool.
One small thing to note is that the book occasionally requires readers to turn the book around to follow Ursula’s perspective, which may momentarily confuse some younger readers. That said, this is easily explained during a read-aloud and can actually become part of the conversation about perspective — reinforcing the book’s central message in a very literal way.

About the Author

Corey R. Tabor is well known for creating thoughtful picture books that blend humor, heart, and big ideas. Many teachers and librarians will recognize his Caldecott Honor–winning book Mel Fell, as well as other beloved titles like Snail Crossing and Simon and the Better Bone.

In Ursula Upside Down, Tabor once again demonstrates his talent for taking a simple concept — in this case, being upside down — and turning it into a meaningful story about identity, confidence, and perspective.

Classroom Extension Ideas

This book is incredibly easy to extend beyond an SEL lesson and into science instruction, making it a great cross-curricular choice.

  • Introduce students to the real upside-down catfish that lives in the Congo River



  • Discuss why this adaptation is helpful for survival

  • Compare Ursula to other animals with unique adaptations (bats, owls, chameleons, etc.)

  • Ask students: How does being different help animals survive?

These conversations help students see that being “different” often serves a purpose — both in nature and in ourselves.

Overall

Ursula Upside Down is a thoughtful, engaging picture book that reflects everything Corey R. Tabor does best. Like Mel Fell, it uses perspective in a clever way to explore deeper ideas, and it’s no surprise given his award-winning track record.

This is a book I would confidently recommend for classrooms, libraries, and SEL collections — one that sparks meaningful discussion while still feeling light, accessible, and kid-friendly.

Recommended Grade Levels

PreK–2
(With strong discussion potential for older elementary students as well.)

Why Your Students Will Love It

Students will connect immediately to Ursula’s curiosity and confusion. The upside-down world feels playful and surprising, and the friendship with the bat adds warmth and reassurance. Most importantly, kids walk away with a powerful message: there’s nothing wrong with being yourself — even if your world looks a little different from everyone else’s.

Teaching Media Literacy in First Grade: Creating Winter Commercials With Purpose

 Every year, I’m reminded that students don’t struggle because they lack ideas — they struggle because they don’t yet know how to put those ideas together.

This lesson grew out of that exact realization.

As a school librarian, teaching media literacy is one of the many hats I wear. Alongside supporting reading and inquiry, I also help students learn how media works, why it exists, and how messages are created for an audience. This first grade winter commercial project brought all of that together in a way that felt meaningful, manageable, and fun for students.


📌 Lesson at a Glance

Grade Level: 1st Grade
Time: 2–3 class periods
Subjects: Literacy, Science, Media Literacy

Skills Covered:

  • Author’s purpose (persuasion)

  • Oral language and speaking clearly

  • Using the five senses

  • Beginning media creation

Tools Used:

  • Chromebooks

  • Canva (video recording and light editing)

Student Outcome:
Students plan, script, record, and share a short winter-themed commercial that uses sensory language to persuade an audience.


Why We Made Our Own Commercials

Before we ever touched a camera, we spent time talking about media.

I asked my first graders where they had seen commercials before. They immediately had answers — on TV, during YouTube videos, and especially around the holidays. From there, we talked about why commercials exist.

Together, we figured out something important:

Commercials are made to persuade.
They want you to buy something, try something, or want something.

This tied in nicely to what students were already learning about author’s purpose. Just like authors write stories to entertain or inform, media creators also have a purpose — and commercials are all about persuasion.

To make this idea concrete, I showed students a few short, age-appropriate commercials. We didn’t focus on brand names or prices. Instead, we paid attention to how the commercials made us feel.

That’s when students started noticing a pattern.

Most commercials don’t just explain a product — they appeal to the five senses.

We noticed:

  • bright colors and exciting visuals

  • cozy or exciting sounds

  • things that looked warm, cold, soft, or fun

This conversation was especially powerful because first graders were already studying the five senses in science. Suddenly, science and media clicked together in a very real way.

We also talked about how holiday and winter commercials are a little extra special. They often focus on warmth, comfort, excitement, and togetherness — all things you can connect to your senses. Students immediately began making connections to hot chocolate, snow, lights, music, and winter fun.

That’s when I knew they were ready to create.




From Watching Media to Making Media

Instead of stopping at analysis, I wanted students to experience what it’s like to be the creator.

Students first completed a simple five senses planning sheet for their winter invention. This helped them get their ideas out without worrying about scripts or videos yet.

Once they had their ideas, I guided them into turning that thinking into a short commercial script. The key here was not adding more work, but helping students organize what they already knew.

We talked about:

  • starting with a hook

  • clearly naming the product

  • using a few senses to describe it

  • ending with a catchy slogan

After a little teacher-guided smoothing, students were amazed to hear themselves sound like “real commercials.”

One of my favorite moments came when a student looked up and said,

“This sounds like something I see on TV!”

That excitement told me everything I needed to know — they weren’t just completing an assignment. They understood how commercials work.


Recording and Editing With Canva

Students filmed their commercials directly on their Chromebooks using Canva. Having recording and basic editing tools in one familiar place allowed students to focus on their message instead of the technology.

As we edited, we talked briefly about what makes a commercial feel real. Instead of putting everything on the screen at once, we added elements slowly as students spoke — a title, a slogan, or a short descriptive word like hot, bubbling, or warm.

We avoided full sentences on screen. Real commercials don’t explain — they show and suggest.



Why This Works in the Classroom

This lesson works because it:

  • builds on what students already know

  • connects literacy, science, and media naturally

  • keeps the focus on communication, not perfection

  • gives students an authentic audience and purpose

Most importantly, it shows young learners that media isn’t something that just happens to them — it’s something they can understand and create thoughtfully.


Want to Try This With Your Students?

If you’re interested in trying this lesson in your own classroom or library, I’m sharing the Five Senses Commercial Planning Worksheet I used to guide students from ideas to scripts.

👉 [Download the Five Senses Commercial Worksheet here]
(Perfect for grades K–2 and easy to adapt.)

Whether you’re a classroom teacher, school librarian, or media specialist, this is a simple way to blend literacy, science, and media creation — and give students a chance to make something they’re proud of.

Olympics, Courage, and High Stakes: A School Librarian Reviews War Games

 

We just wrapped up our fall Scholastic Book Fair, and one of our top sellers was War Games by Alan Gratz. With so many students excited about it, I knew I needed to read it myself—and I’m glad I did.

Set during the 1936 Berlin Olympics, the story follows thirteen-year-old Evalyn (Evie) Harris, an American gymnast determined to win gold not just for her country, but for her family back home still recovering from the Dust Bowl. She believes a gold medal could change their lives forever. But once Evie arrives in Berlin, she quickly realizes the competition is tougher than she expected—and that Nazi Germany is hiding a much darker truth beneath its polished Olympic façade.

Evie is soon approached about participating in a dangerous plan to steal Nazi gold. She doesn’t leap at the idea, but as she witnesses the mistreatment of Jewish people and people of color, she begins to question what is right, and whether this mission might be her one chance to help others and bring home the gold.

Recommended For:

Grades 6–8, especially students studying WWII or readers who love fast-paced historical fiction.


The Good

  • A fast-paced historical thriller that keeps readers turning pages.

  • Strong, relatable protagonist in Evie.

  • Sparks curiosity about real historical events and figures surrounding the 1936 Olympics.

  • Classic Alan Gratz—engaging, accessible storytelling that hooks middle-grade readers.


Things to Note (From a School Librarian Lens)

Nothing here is a deal-breaker, but helpful for matching students and families with the right book:

  • Occasional mild language (“damn,” “bastards”).

  • Some intense historical content: a biracial character is forcibly sterilized by the Nazis; another character’s partner is sent to a concentration camp for being gay.

  • Themes of violence and oppression are typical of WWII-era fiction.


Overall

War Games is an exciting, high-stakes read with powerful historical grounding. I can absolutely see why students grabbed it off the shelf. Gratz continues to shine as a writer who brings history to life in ways that resonate with young readers, and I’m already looking forward to diving into more of his work.




I Survived Library Program (2025 Update) – STEM & History Stations for Kids

 Originally posted in 2015 – updated in 2025!

If you work with school-aged kids, you know the I Survived series continues to be wildly popular — especially with the new graphic novels bringing historical disasters to life in exciting, accessible ways. After seeing how much students still adore these books, I updated my original program with brand-new STEM stations, deeper science connections, and more opportunities for kids to build, test, and redesign.

These stations work beautifully as:

  • Stand-alone programs

  • Weekly aftercare activities

  • Rotating STEM centers

  • Enrichment for reluctant readers (especially boys!)


Grab the Free STEM Challenge Worksheets!


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Below you’ll find the fully updated stations — complete with book talks, history connections, STEM concepts, setup tips, safety notes, and kid-friendly activities educators can use immediately.

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🔎 Want to see how this program originally started?
This 2025 update builds on one of my original I Survived library programs, which focused on book talks, discussion-based activities, and a larger number of stations for families to explore.

👉 You can read the original I Survived library program here

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 🏔️ Station 1: Avalanche Snow Disaster

Book: I Survived the Wellington Avalanche, 1910


Book Talk & History:

“Imagine snow piling up, blocking trains, and suddenly a mountainside slides down — that’s what happened in Wellington, Washington in 1910. Families scrambled to survive, and some were buried in snow. Today, we get to safely step into their shoes and think about what it would take to survive an avalanche!” 


 

Interesting Facts 

  • On March 1, 1910, two trains were buried under 40–70 feet of snow.

  • A mix of heavy snow and rain triggered the avalanche.

  • It’s still one of the worst train disasters in U.S. history.

How to use it: 

As students dig through the “snow,” explain how a steep slope, heavy snow, and added rain created the perfect conditions for the avalanche. This helps students understand why snow volume, weight, and slope matter when designing safer structures.

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Goal / Learning:

  • Why avalanches happen (slope, weight, gravity)

  • Pressure and force

  • Engineering & problem-solving

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Setup:

  • Large sensory bin with fake snow (cotton batting, shaved-ice mix, or store-bought fake snow)

  • Mini buildings, trees, toy figures

  • Tongs, spoons, or child-safe scoops

  • Disposable tablecloths and aprons

  • Quick overview of the historical avalanche

  • Eye protection 

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Activity:

First, students build a town with a slope inside the sensory bin  — houses, trees, roads, people, animals. Encourage them to think about where structures will be safest: high spots, low spots, shielding barriers, etc.

When their town is ready, pour the fake snow slowly down the slope to simulate an avalanche. Students dig out the figures, assess damage, and then redesign their town to protect it better next time. They test, compare changes, and explain why their updates help.

Remind them: Engineers learn by testing and improving!

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Safety Tip 

Pour the snow slowly so it looks realistic and doesn't splash into eyes. 

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Science & Thinking Points:

Gravity, slope, and snow weight—why avalanches happen

  • Avalanches happen because gravity always pulls things downhill. As snow piles up, it gets heavier until it can no longer stay in place — especially on steep slopes.

    Think of it like stacking blocks—if the stack gets too tall or too heavy, it eventually falls. Snow works the same way on mountains.


    Pressure and force—why it’s so dangerous

    When snow moves fast, it builds up pressure and force. That force can push trees over, move rocks, and even cover buildings. Even though snow seems soft, a large amount of snow moving quickly becomes extremely powerful.

    It can bury things under many feet of snow, making it hard for rescuers to reach people trapped underneath.


    Engineering—how people stay safe

    Scientists and engineers study mountains to figure out where avalanches might happen. They build barriers, fences, and walls that help slow down moving snow. They also design strong buildings in snowy mountain areas so that structures can handle heavy snow.

    Some ski resorts even set off small avalanches on purpose so a giant one doesn’t happen later!

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Optional Enhancements:

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🍯Station 2: Molasses Rescue Challenge

Book: I Survived the Great Molasses Flood, 1919



Book Talk & History:

In 1919, a giant tank of molasses burst in Boston, sending sticky waves through the streets! People and animals were caught in the flood, and it became one of the most unusual disasters in history. Today, we’re going to safely explore some of the science behind fluid dynamics — with a tasty twist!



 

Interesting Facts:  

  • The molasses tank was 50 feet tall and 90 feet wide, holding 2.3 million gallons.

  • When it burst, the wave moved at 35 mph — strong enough to knock over buildings and derail a train.

  • Cleanup took months because cooled molasses became thick and incredibly hard to remove.

How to use it: 

 Before students build their edible rafts and barriers, share these facts to help them understand just how powerful and dangerous the original flood was — and why buoyancy, density, and stability matter so much in a “real-life” context.  

Another thing you might consider, is to play audio of survivor accounts like this one and discuss primary and secondary sources. 

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Goal / Learning:

  • Buoyancy, gravity, and water displacement

  • Forces involved in moving liquids

  • Problem-solving and hands-on design

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Setup:

  • Tables with disposable coverings

  • Aprons for students

  • Shallow water bins

  • Toy figures or gummy bears to "rescue"

  • Edible raft materials: graham crackers, candy, marshmallows

  • Optional barriers: foil, straws, small cups

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Activity:

Before beginning, compare the Avalanche station to this one. Snow moves fast and crushes things; molasses is slower but incredibly heavy and sticky. Students may need different strategies to design for this flood.

Students create rafts or barriers, place figures in the tray, and decide how to keep them safe. When ready, pour syrup slowly to simulate the flood. Students test how well their structures held up, rescue their figures, and then redesign based on results.

Encourage them to reflect: What worked? What didn’t? And why?




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Science & Thinking Points:

Gravity & Flow

Molasses moves downhill because of gravity, just like snow — but slower and heavier.

Density & Buoyancy

Molasses is denser than water, which means objects that float in water may sink in molasses.

Surface Area & Displacement

Larger rafts that displace more liquid float better. Students will see how raft size and shape affect stability.

Force & Problem-Solving

Molasses exerts force that can crush or move objects. This activity builds real-world engineering skills.

  • Barriers must be strong enough to resist the flow.

  • Rafts must be stable enough to carry weight.

  • Sometimes a first design won’t work — students need to test, adjust, and improve, just like real engineers.

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Optional Enhancements:

  • Compare materials for raft-building

  • Reflect on engineering solutions for real-life liquid hazards like oil 

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Station 3: Dust Bowl Discovery

Book: I Survived the Dust Bowl, 1934










Book Talk & History:

Imagine living on a farm when giant dust storms sweep across the land, covering crops, animals, and homes. Families had to adapt quickly to survive. Today, you’ll explore the same challenges — designing ways to protect a town from a dust storm.

Interesting Facts 

  • During the Dust Bowl, severe drought and farming practices caused huge dust storms that sometimes carried soil all the way to Washington D.C.

  • The storms destroyed crops, forced families to relocate, and made daily life very dangerous for humans and animals.

  • Farmers built windbreaks (rows of trees) to try to protect their fields from being blown away.


Activity — Conversational Version

First, set up your Dust Bowl town in the tray. Build houses, fences, farms, and place your animals and people. Think carefully about where things might be safest — behind barriers, near trees, or in lower areas.

When your town is ready, simulate wind using a fan on low or by gently shaking the tray. Observe which structures survive, which blow away, and which areas protect figures best. Then redesign your town to improve safety and test again. Engineers learn by testing and improving!


Quick Setup

  • Shallow tray or sensory bin

  • Soil, sand, or kinetic sand to represent dust

  • Mini figures for people and animals

  • Small buildings, fences, and trees (can be craft or toy pieces)

  • Fan or gentle shaking method to simulate wind

  • Aprons or table coverings to keep materials contained

  • Wipes/sanitizer for hand-cleaning


Science Behind the Dust Bowl 

  • Wind & Erosion: Strong winds can move loose soil across the land, damaging crops and structures. Students see how wind affects objects of different sizes and shapes.

  • Force & Pressure: Dust carried by wind can push, topple, or cover objects. Even small forces over time add up!

  • Engineering & Problem-Solving: Building windbreaks (barriers) and placing structures strategically teaches students how design can protect towns.

  • Cause & Effect: Drought + poor farming practices = loose soil → easier to be blown away by wind. Help students connect human actions to environmental impact.

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Safety Guidelines

Use gentle wind (fan on low or slow shaking). Keep sand contained.

Optional Reflection / Extension
  • Listen to primary source interviews 

  • Compare the Dust Bowl to the Avalanche or Molasses stations:

    • “Which disaster moved faster?”

    • “Which was stickiest or hardest to resist?”

    • “How did barriers or town placement change your results?”

  • Quick sketches: “before and after” town maps or improvements

  • Mini discussion: How human actions (farming choices) affect the environment

Why These Stations Matter

These STEM stations don’t just teach history — they help students think like scientists and engineers. Each challenge encourages kids to problem-solve, test ideas, redesign, and compare natural disasters. The hands-on elements make history meaningful, memorable, and fun for even the most reluctant readers.

If you’ve used the I Survived books before, this updated program gives you fresh, modern activities while keeping everything kids already love about this series. 

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Don’t Forget Your Free Download!

 

Impossible Creatures by Katherine Rundell: A Magical Adventure Your Students Will Love

 My school’s only vendor is Scholastic, which means I get my hands on plenty of wonderful titles — like War Games by Alan Gratz (post coming soon!) — but it also means I sometimes miss out on the buzzier books from other publishers. One title I didn’t want to miss, though, was Impossible Creatures by Katherine Rundell.

I listened to most of it on audio — which I highly recommend — but the print version is just as captivating. I’m usually a little skeptical of books that come with a ton of hype, but this one genuinely earns it.

The story follows Christopher, your average preteen boy… well, except for the peculiar detail that animals tend to follow him everywhere he goes. His father, for reasons outside his control, sends him to stay with his grandfather for a while. Christopher likes his grandfather, but can’t help noticing that animals trail after him too — which feels more than a little strange.

Then one day, on what should have been an ordinary stroll, Christopher stumbles into something far bigger than he ever expected: a drowning gryphon. That moment pulls him into a dangerous adventure and into an unexpected partnership with a girl named Mal, who needs his help to save the Archipelago — a hidden world where myth is real.

The good:
This book is a captivating new fantasy that I truly enjoyed as an adult reader. Fantasy lovers — especially families — will love stepping into this magical world. The world-building is rich, immersive, and downright impressive.

The Not-So-Good (From a School Librarian Lens):

There is a character who struggles with alcoholism, though he eventually sobers up and becomes a protector for the kids. The book also includes occasional mild language, such as “damn” and “hell,” as well as some scenes that may be frightening for younger readers — the story opens with someone attempting to harm Mal. In addition, there is typical combat violence, which could be intense for sensitive readers.

I personally didn’t mind any of this as a reader, but as a school librarian, it’s something I feel it’s important to note.

Finally, not every character makes it out alive — so be prepared for some emotional moments!

Overall:
This was an exciting, imaginative read, and I’m already looking forward to diving into the sequel over holiday break.


Recommended Grade Levels

Grades 4–7
Perfect for fantasy lovers, read-alouds, and students who enjoy adventure and mythical creatures.


Why Your Students Will Love It

Students will be hooked from the first page. Mythical creatures, hidden islands, and nonstop adventure make it a fast-paced, exciting read. Christopher and Mal are relatable and brave, and the magical world will capture the imaginations of fantasy lovers and reluctant readers alike.

Library Lesson Monday: Kindergarten News Report

 

Introducing Library Lessons Mondays & Feature Fridays!

I’m so excited to announce a new series here on the blog! Starting this week, I’ll be posting twice a week:

  • Library Lesson Mondays – Mini lessons, tech tips, and library activities that are ready to use in your classroom.

  • Feature Fridays – Spotlight on books, book lists, and short book reviews to inspire reading for your students.

Library Lesson Monday: Kindergarten News Report

Media literacy is more important than ever for students. Since the library is a natural hub for media, it’s the perfect place to start teaching it!

Here’s how we introduced it in our kindergarten classes:


Step 1: What is Media?


  • We started the year with a Common Sense Media lesson.

  • Students learned that media is everywhere — in video games, apps, TV, clothing, and even on classroom posters.

  • To make it fun, we played “I Spy Media”:

    • Example: A student wore a Minecraft shirt, so we said, “I spy something green that is a video game. Can you guess where I saw it?”

    • Result: Most students realized they were surrounded by media!

Teacher Tip: This is a great way to start discussions about how media influences our lives. It’s visual, interactive, and gets students thinking critically.


Step 2: Introduce Newscasts

  • We introduced a new form of media: the news report.

  • Discussed what reporters do: speak clearly, look at the camera, and provide information.

  • Watched kid-friendly newscast examples to inspire students.

Teacher Tip: You can use short, simple examples from PBS Kids or local student news clips to make this relatable.


Step 3: Student Reporting

  • Students were tasked with reporting on something they’ve been learning at school.

  • Originally, they were supposed to report on their own, but for kindergarteners, I interviewed each student instead.

    • Students still introduced themselves and answered questions.

    • This kept the task manageable while allowing students to practice speaking on camera.

Teacher Tip: For older students, you can let them record independently or work in pairs.


Step 4: Filming & Editing

  • We used a Chromebook to film in front of a blank wall, making it easy to edit.

  • Editing was done in Canva, creating polished, shareable clips.

  • Students were proud to see themselves on “TV”!

Teacher Tip: Even if you don’t have Canva, simple editing apps on tablets or phones work well.


Why This Lesson Works

  • Introduces media literacy in a tangible way.

  • Practices public speaking, storytelling, and interview skills.

  • Provides digital content students can be proud of.

  • Can be adapted for any grade level by increasing independence and complexity.


💡 Quick Materials Checklist for Teachers:

  • Camera (Chromebook, iPad, phone)

  • Blank wall or simple background

  • Canva or another easy editing tool

  • Interview prompts or a short list of reporting ideas


Next Week

I’ll be sharing another Library Lesson Monday, plus on Feature Friday, I’ll spotlight a book that pairs perfectly with this media lesson.

Stay tuned, and let’s make library lessons fun, interactive, and media-smart!