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The Couch Potato - A Read Out Loud with Moving Pictures!

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semi famous a true story of near celebrity

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1. The effects of technology and isolation. Learning to balance your tech usage and relationships!

2. Learning to balance the social media fame and real life happiness.

3. Learning about what you post and say on the internet matters.

4. Learning to be appropriate and respectful to yourself and others on the internet.

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These text sets are targeted towards a middle schoolers audience that will show how important a healthy balance of the internet and outside life can be for a young student. The texts displayed will initiate or engage discussions between students or individually about their own personal relationship with the internet and what they can do to be a good digital citizen and outside citizen.

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This memoir, written by author Josh Sundquist, shares his own personal story of how he believed his happiness would be connected once he becomes famous. His story shows his journey to see if it is do-able to be famous and truly happy. Being viral and famous is very popular amongst this generation, so popular that young people are willing to go to any lengths to become famous all while disregarding their own personal feelings. This text set will give students an insight of how disconnected you can become when becoming consumed with that social media life.

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This picture book shows a young girl who has an imaginary conversation with her computer who tells her that they can see all of her online activity, good and bad. The computer then explains her "Technology Tail" (A.K.A Digital Footprint) and that each time she posts something kind online her tail becomes prettier but when it is not safe or unkind it becomes ugly and bruised. This text shows how important a students' digital footprint is and how it will follow you everywhere you go no matter the length of time of when you said it. This is incredibly important for young teens, to show how serious it is to always watch what you do and say on the internet as it will always follow you.

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Phones are banned from a middle school once a student is caught sending an inappropriate text to friends regarding a teacher. In result of this consequence, the students decide to use sticky notes and put them on their friends lockers to communciate. It was fun at first until some notes became hurtful and it becomes worse from there. This text shows how words can hurt, online and offline. This will bring awareness to readers that cyberbullying/bullying is not okay and your words have power.

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This text is a non-fiction reading that took place in 2017 when a private racist social media account became exposed in Albany, California. This account targeted Black girls at the school and posted racist memes that could be described as "edgy humor" to them. Several years of interrogation of prejudice, teen behavior, school response, disciplinary actions, and the court was followed after the exposure. Author, Dashka Slater interviewed as many families she could reach out to, and included the court documents, statistics, testimonies, and more. This book is important to show to students, showing the difference between freedom of speech and hateful speech online. This text will reveal the importance of being a good digital citzen and standing against hate speech and cyberbullying.

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This picture book is typically read amongst an elementary age audience but can range to older children. A potato, named "Couch Potato" does not leave the comfort of his couch since he has everything to him at an arm's reach along with endless technology. What could get any better than that? The power goes out and the Couch Potato is forced to leave his haven to explore the outside world and keep himself entertained, coming to the conclusion that fresh air and sunshine is just as good or if not better than the TV/internet. This text set is perfect for showing that a good balance between technology and being outside can be achievable when properly balanced. Don't let the internet consume you, go outside and explore!

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Quantitative:

Length: 40 pages

Grade: 5-8 years, Preschool-3rd grade

Qualitative:

Levels of meaning: This book shows how technology can easily consume one's life and wants to encourage the readers to get away from that and learning to have a good balance between digital and outside life.

Text structure: Follows a direct narrative arc from introduction, development/plot, and the resolutions.

Language features: The language features a humorous tone, conversational, and using repeated structures throughout the picture book.

Knowledge demands: This book shows modern technology, representing how valueable it is to go outside and get fresh air than being stuck inside with technology. This text does a good job on adding a playful tone as it's not too harsh on readers understanding the lesson.

Task/Context/Is it challenging?:

This text and context of this picture book is easy to follow, allowing readers to understand through a light hearted message and pictures. This book can spark discussion or engagement between students about their own personal experiences with their own balance between outside and technology life.

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Quantitative:

Length: 384 pages

Grade: 14+ years, 9th grade and up

Qualitative:

Levels of meaning: This text set explores the world of fame, identity, and the obsession with fame. By exploring these themes, it also opens up doors with self worth, determination, and how the public eye can negatively and positively affect a person.

Text Structure: The text structure is a first person narrative with chapters, with memory flashbacks of the author's life, reflections of his life, and some humerous points. This memoir is known to be engaging with humor and some seriousness throughout.

Language features: This book has a very light, conversational, and humerous tone even while sharing serious scenes.

Knowledge demands: This text set explores fame such as celebrity culture, reality TV, and social media and fully understanding it. This is a memoir so there is a biographical sense to it, giving a deeper meaning to the author and understanding him.

Task/Context/Is it challenging?: This text will engage students in their own personal experiences of how they feel about fame or if they've pursured that fame route. This will also show students to not let this fame and popularity on social media consume you, your happiness will not be fufilled fully by this.

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Quantitative:

Length: 31 pages

Grade: Ages 6-11, Grades 1st-6th

Qualitative:

Levels of meaning: This picture book shows that what we say and post on the internet matters and will follow you and affect you in your outside life and others. This reveals to readers that they must be mindful and kind when on the internet because there's consequences to their actions.

Text Structure: The structure of this book goes by a pretty straight forward narrative and focusing on the progression of the digital tail which symbolizes the digital trail of the child.

Language features: The language used in this text is in a playful but kind tone, making a serious topic more light to make sure children fully understand the severity of a digital trail.

Knowledge demands: This text assumes that the reader understands what technology is but makes the point of what the child posts and says leaves a trail and how serious it is to watch what you do on the internet.

Task/Context/Is it challenging?: The context of this set is making children understand their digital citzenship and their trail that they leave while on the internet. This may be challenging for some students who do not have social media or understanding that just deleting something does not make it disappear. This opens discussions throughout the classroom of the importance and what we can do to be better digital citzenships and thinking of what we post and do on the internet.

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Quantitative:

Length: 384 pages

Grade: 10-12 years, 3rd-7th grades

Qualitative:

Levels of meaning: This text reveals how the internet can bring out emotions like fear, loneliness, and insecurity. The pressures teenagers have to face within the real world and digital world.

Text Structure: The text is structured as an introduction to the main character, the rising action, falling action, and resolution of the story.

Language features: The language featured in this reading is conversational between the characters, humor and wit sprinkled throughout, symbolism, and internal monologue with the characters.

Knowledge demands: It's best to have an understanding of digital cuture, middle school social dynamics, cyberbullying, and identity/self image.

Task/Context/Is it challenging?: This reading will provide a great insight for students' on digital culture and cyberbullying. This can open discussion of how to prevent cyberbullying, what can we do to help, and having good digital culture.

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Quantitative:

Length: 496 pages

Grade: 12+ years old, 6th-12th grade

Qualitative:

Levels of meaning: This text will present themes of racism, digital responsibility, and the consequences that come with online actions.

Text Structure: The text is structered with the viral post in the introduction, the after events unfolding such as the impact on the student long term and short term, reactions from teachers, classmates, etc. The ending reflects on the racist incident, the consequences of bad online behavior, and educational and personal growth after this.

Language features: This reading is serious and reflective, the wording using very detailed descriptions of each scene to really create that visual for the reader to see the severity of the incident. Direct and rhetorical questions are presented throughout this book to engage readers and show the authenticity of this moment.

Knowledge demands: This text recommends that the reader be aware of ongoing racism before taking on this book, being known of social media literacy, and taking accountability and knowing there's consequences to our actions.

Task/Context/Is it challenging?: This text will be incredibly challening to be presented in a class because of the severity and how sensitive this topic is. Presenting this text will mean making sure students know how serious this book is and to be mature about it all whilst learning about moments of history and digital responsibility. Although this text will be a hard one, this will enagage and encourage students to stand up for what is wrong, report something to a trusted adult when something is wrong, and learning to be digitally responsible.

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Amato, J. (2024, February). Just read it: Unlocking the magic of Independent Reading in middle and high school classrooms by Jarred Amato - books on Google Play. Google. https://play.google.com/store/books/details?pcampaignid=books_read_action&id=grDiEAAAQBAJ

Et Al, L. (2017). Building Background Knowledge Through Reading: Rethinking Text Sets.