These questions are to be answered on the bottom of the Part 1 Rubric: Scenario
1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443.
Week of Nov. 14 - 18: (NOTE IDEAS ABOUT LESSON)
* Using the information from the collaborative lesson form, we will fill in parts of the lesson plan template. * Each partner will note ideas for implementation - process which includes: motivation, student-friendly objectives, presentation, student participation procedures or student participation procedures, guided practice closure, reflection. * List Web 2.0 tools to use for notetaking and final presentation. * List possible resource sites. * Partners will continue to communicate via discussion on the wiki due to difference in working hours.
* Partners will begin to combine and tweak ideas. * Finalize tools and resources to utilize. * Draft lesson plan document. * Draft category matrix * Draft student rubric and teacher/librarian assessment rubric. * Partners will continue to communicate via discussion on the wiki.
Week of Nov. 28 - Dec. 2 (FINALIZE)
* Finalize all rubrics. * Check lesson plan with rubric. * Revise and finalize lesson plans.
2. A planning form selected (provide link to a wiki page):
The teachers are well-prepared for the first meeting and make sure to clearly convey expectations for the librarian, the students, themselves, and the project.
Because teachers know students well, the teachers are able to group the students in workable partnerships.
The teachers are good at creating lesson plans with a definite focus and are able to adequately prepare the students so that they understand the assignment and are able to utilize their time with the librarian wisely.
4. Strengths brought to the partnership and this lesson/unit by Person B:
The librarian is knowledgeable in the technology tools and research strategies needed for the project such as the wiki, Web 2.0 Tools, databases, and other resources offered in the library.
The librarian is well-trained in collaboration techniques and shares her expertise with the teacher to enhance the learning opportunities for the students during the project.
5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocated for classroom-library collaboration:
The teachers and librarian send an email inviting the principal to their final collaborative meeting, and to the students' final presentation day.
The email also encourages the principal to visit the library during the project to view the benefits of co-teaching.
A.3.3 Benchmark-Scenario-Collaborative Planning
Collaborators:
Cindi Yaddow
Stephanie Gilbert
Constance Lamb
Roles
Cindi - librarian
Stephanie - Teacher
Constance - Inclusion Teacher
Should this all be included as part of the narrative? Do you mean the scenario?? Yes the scenario... If not, I'm not sure what you mean. ( I copied this from the rubric)Then have our lists in the Collaboration planning form? I think that makes more sense than listing at the top and the bottom? What do you ladies think? I'm definitely for not repeating over and over. I would say that if they are in our form, we don't need to list them here...I'm not sure how she wants all this set up, though...
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: vPerson who first approached the other partner. vMotivation for the partnership: a required project, a new/different resource, learning problem, or other reason. vWhere (location within the school) the first collaborative conversation took place.
* Identify and research assassinated leaders in history. yes...I like this
* Work collaboratively to create a product that shows mastery of the inquiry process and the use of (do we want to say 2.0 Web? I think so) technological tools.
Initial Objective(s):
TEKS:
NOT SURE IF THIS WOULD COVER THE CORRECT READING COMPREHENSION STANDARD? Don't know...it's not really the literature we're focusing on anymore...it's more about the research of the assassination. Rubric states that we must include a "reading comprehension standard" Oh ok...so I thought that was one of the strategies we focused on for our deconstruction. You think she meant a TEK.??? I am not sure! Do you think she meant strategy instead of standard?
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast differences in similar themes expressed in different time periods;
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
AASL Standards: Standard 1: To inquire, think critically and gain knowledge 1.3 Responsibilities 1.3.1 Respect copyright / intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information.
Standard 2: To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.4 Use technology and other information tools to analyze and organize information.
Standard 3: To share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
Scenario
The school librarian is approached by the sophomore English teacher by e-mail requesting a meeting. She would like for the librarian to collaborate with her to build a lesson centered around a research project to follow the reading of Julius Caesar. The teacher is not comfortable using technology tools and knows the librarian is a reliable source and will assist in making technology a priority component of the project. The collaborators will meet in the library to plan the lesson and schedule class time in the library on consecutive days for 5 class periods. There are a handful of SE students, so the inclusion teacher will need to be part of the lesson planning in order to provide modifications for SE students.
The focus of the lesson is to highlight the inquiry process as the students search for information that allows them to come to a reasonable conclusion concerning the assassination of their chosen person. The students will have a partner and will be required to use ___ as a graphic organizer. All work and discussion will take place on a partner wiki page. The teachers will use one class period to stress the importance of citing sources, as this has been a problem on past assignments with their students and the librarian will provide an overview of the Web 2.0 tools that will be used and demonstrate how to prepare the partner wiki page, as well as how to use easybib.com to cite their MLA sources. After all research is complete, the students will use a Web 2.0 tool to create a final presentation of their findings to present to the class. During the planning phase, the teachers and librarian will create a rubric to give the students at the beginning of the unit for guidance. The same rubric will also be used at the end of the unit for assessing the team's final grade. Students will write a reflection on their learning, including their strengths and weaknesses, and their experience of working collaboratively with a partner.
The teachersand librarian decide to meet two more times to finalize their individual responsibilities and review the daily activites for the library. The teachers and librarian send an email inviting the principal to their final collaborative meeting, and to the students' final presentation day. The email also encourages the principal to visit the library during the project to view the benefits of coteaching.The teachers keep the office notified that they are not in their classrooms, but rather in the library should anyone be looking for a student.
Ok..we've combined #2 and #3 from the Collaborative Planning Form options, and here is what we've got. Any suggestions? I like this and we can always add to it as we go if we need to...Can y'all take a look on the discussion board on this page? I have a question about how to go about placing the SE kids in this project. Why don't we just be two teachers doing the same project... that may make it easier? What do you think? I've added ones that she says are for additional points....
BRAINSTORMING:
Teacher/Topic: Julius Caesar post activity - Assassinated leaders in history
Dates/Times: 5 Consecutive days during English class
1. Why are we asking students to engage in this learning experience? Goals/Standards After reading Julius Caesar the students will: * Identify and research assassinated leaders in history. (?) * Work collaboratively to create a product that shows mastery of the inquiry process and the use of (do we want to say 2.0 Web? Yes) technological tools. I think it would be good to give them a few choices. Can we state using the web 2.0 tools as part of the relevance? maybe?...Relevance: Students will use Web 2.0 tools which will assist students in becoming a successful 21st Century Learner (?) TEKS: (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast differences in similar themes expressed in different time periods; (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. AASL Standards: Standard 1: To inquire, think critically and gain knowledge 1.3 Responsibilities 1.3.1 Respect copyright / intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. Standard 2: To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.4 Use technology and other information tools to analyze and organize information. Standard 3: To share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
2. What do we want the students to learn? Performance Indicators/Learning Objectives How to effectively use the Inquiry process. What motivates conspirators to assassinate? (Character motivation) Connect historical events (Caesar's assassination) to more recent/current events (Kennedy, King, Ghandi, etc.)
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator Use social networking tools to share ideas and work collaboratively with others. (Librarian) Effectively research a topic using a varitey of sources. (Librarian & teachers)
4. How will they communicate what they learned? Learning Process/Products Students will have a variety of choices of Web 2.0 tools to present their findings: Xtranormal Animoto My eBook Timeline Prezi
5. How will they/we assess their learning? Assessment Criteria/Tool(s) One graphic organizer & student self-assessment rubric as well as an assessment rubric for educators.
6. What resources will the students/we need? #'s 7-11 are the 5 extra points she mentions in the Part 2 rubric.... 7. Why should students learn this? Why will they care? Relevance 8. Who is responsible for gathering/creating resources? 9. Instructional responsibilites during implementation. Individual/joint 10. Technology tools/integration 11. Materials (consumables such as graphic organizers, notemaking tools, art supplies)
These questions are to be answered on the bottom of the Part 1 Rubric: Scenario
1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443.
Week of Nov. 14 - 18: (NOTE IDEAS ABOUT LESSON)
* Using the information from the collaborative lesson form, we will fill in parts of the lesson plan template.* Each partner will note ideas for implementation - process which includes: motivation, student-friendly objectives, presentation, student participation procedures or student participation procedures, guided practice closure, reflection.
* List Web 2.0 tools to use for notetaking and final presentation.
* List possible resource sites.
* Partners will continue to communicate via discussion on the wiki due to difference in working hours.
Week of Nov. 21 - 25: (COMBINE IDEAS / DRAFT) - Happy Thanksgiving!
* Partners will begin to combine and tweak ideas.* Finalize tools and resources to utilize.
* Draft lesson plan document.
* Draft category matrix
* Draft student rubric and teacher/librarian assessment rubric.
* Partners will continue to communicate via discussion on the wiki.
Week of Nov. 28 - Dec. 2 (FINALIZE)
* Finalize all rubrics.* Check lesson plan with rubric.
* Revise and finalize lesson plans.
2. A planning form selected (provide link to a wiki page):Link to planning form and collaboration:
http://constancelamb.wikispaces.com/A.3.3+Benchmark-Scenario-Collaborative+Planning
Link to planning form selection:
http://constancelamb.wikispaces.com/Scenario+and+Collaborative+Plan This link goes to the final plan we chose
http://constancelamb.wikispaces.com/Collaborative+Planning+Form This link goes to the ones we looked over while choosing which form we wanted....
3. Strengths brought to the partnership and this lesson/unit by Person A:
4. Strengths brought to the partnership and this lesson/unit by Person B:
- The librarian is knowledgeable in the technology tools and research strategies needed for the project such as the wiki, Web 2.0 Tools, databases, and other resources offered in the library.
- The librarian is well-trained in collaboration techniques and shares her expertise with the teacher to enhance the learning opportunities for the students during the project.
5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocated for classroom-library collaboration:A.3.3 Benchmark-Scenario-Collaborative Planning
Collaborators:
Cindi Yaddow
Stephanie Gilbert
Constance Lamb
Roles
Cindi - librarian
Stephanie - Teacher
Constance - Inclusion Teacher
Should this all be included as part of the narrative? Do you mean the scenario?? Yes the scenario... If not, I'm not sure what you mean. ( I copied this from the rubric)Then have our lists in the Collaboration planning form? I think that makes more sense than listing at the top and the bottom? What do you ladies think? I'm definitely for not repeating over and over. I would say that if they are in our form, we don't need to list them here...I'm not sure how she wants all this set up, though...
v Person who first approached the other partner.
v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
v Where (location within the school) the first collaborative conversation took place.
v Grade level.
v Content area(s).
v Initial goal(s).
v Initial objective(s).
Instructional Goals and Standards
Instructional Level: Advancing
Grade Level: 10th
Content Area: English
Initial Goal(s):
After reading Julius Caesar the students will:
* Identify and research assassinated leaders in history. yes...I like this
* Work collaboratively to create a product that shows mastery of the inquiry process and the use of (do we want to say 2.0 Web? I think so) technological tools.
Initial Objective(s):
TEKS:
NOT SURE IF THIS WOULD COVER THE CORRECT READING COMPREHENSION STANDARD? Don't know...it's not really the literature we're focusing on anymore...it's more about the research of the assassination. Rubric states that we must include a "reading comprehension standard" Oh ok...so I thought that was one of the strategies we focused on for our deconstruction. You think she meant a TEK.??? I am not sure! Do you think she meant strategy instead of standard?
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) compare and contrast differences in similar themes expressed in different time periods;
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
AASL Standards:
Standard 1: To inquire, think critically and gain knowledge
1.3 Responsibilities
1.3.1 Respect copyright / intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
Standard 2: To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.4 Use technology and other information tools to analyze and organize information.
Standard 3: To share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
Scenario
The school librarian is approached by the sophomore English teacher by e-mail requesting a meeting. She would like for the librarian to collaborate with her to build a lesson centered around a research project to follow the reading of Julius Caesar. The teacher is not comfortable using technology tools and knows the librarian is a reliable source and will assist in making technology a priority component of the project. The collaborators will meet in the library to plan the lesson and schedule class time in the library on consecutive days for 5 class periods. There are a handful of SE students, so the inclusion teacher will need to be part of the lesson planning in order to provide modifications for SE students.
The focus of the lesson is to highlight the inquiry process as the students search for information that allows them to come to a reasonable conclusion concerning the assassination of their chosen person. The students will have a partner and will be required to use ___ as a graphic organizer. All work and discussion will take place on a partner wiki page. The teachers will use one class period to stress the importance of citing sources, as this has been a problem on past assignments with their students and the librarian will provide an overview of the Web 2.0 tools that will be used and demonstrate how to prepare the partner wiki page, as well as how to use easybib.com to cite their MLA sources. After all research is complete, the students will use a Web 2.0 tool to create a final presentation of their findings to present to the class. During the planning phase, the teachers and librarian will create a rubric to give the students at the beginning of the unit for guidance. The same rubric will also be used at the end of the unit for assessing the team's final grade. Students will write a reflection on their learning, including their strengths and weaknesses, and their experience of working collaboratively with a partner.
The teachersand librarian decide to meet two more times to finalize their individual responsibilities and review the daily activites for the library. The teachers and librarian send an email inviting the principal to their final collaborative meeting, and to the students' final presentation day. The email also encourages the principal to visit the library during the project to view the benefits of coteaching. The teachers keep the office notified that they are not in their classrooms, but rather in the library should anyone be looking for a student.
Planning Collaborative Planning Form
Ok..we've combined #2 and #3 from the Collaborative Planning Form options, and here is what we've got. Any suggestions? I like this and we can always add to it as we go if we need to...Can y'all take a look on the discussion board on this page? I have a question about how to go about placing the SE kids in this project. Why don't we just be two teachers doing the same project... that may make it easier? What do you think?I've added ones that she says are for additional points....
BRAINSTORMING:
After reading Julius Caesar the students will:
* Identify and research assassinated leaders in history. (?)
* Work collaboratively to create a product that shows mastery of the inquiry process and the use of (do we want to say 2.0 Web? Yes) technological tools. I think it would be good to give them a few choices. Can we state using the web 2.0 tools as part of the relevance? maybe?...Relevance: Students will use Web 2.0 tools which will assist students in becoming a successful 21st Century Learner (?)
TEKS:
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) compare and contrast differences in similar themes expressed in different time periods;
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.
AASL Standards:
Standard 1: To inquire, think critically and gain knowledge
1.3 Responsibilities
1.3.1 Respect copyright / intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
Standard 2: To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.4 Use technology and other information tools to analyze and organize information.
Standard 3: To share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
How to effectively use the Inquiry process.
What motivates conspirators to assassinate? (Character motivation)
Connect historical events (Caesar's assassination) to more recent/current events (Kennedy, King, Ghandi, etc.)
Use social networking tools to share ideas and work collaboratively with others. (Librarian)
Effectively research a topic using a varitey of sources. (Librarian & teachers)
Students will have a variety of choices of Web 2.0 tools to present their findings:
Xtranormal
Animoto
My eBook
Timeline
Prezi
One graphic organizer & student self-assessment rubric as well as an assessment rubric for educators.
#'s 7-11 are the 5 extra points she mentions in the Part 2 rubric....
7. Why should students learn this? Why will they care? Relevance
8. Who is responsible for gathering/creating resources?
9. Instructional responsibilites during implementation. Individual/joint
10. Technology tools/integration
11. Materials (consumables such as graphic organizers, notemaking tools, art supplies)
Dates/Times:
Topic/Curriculum Standards: TEKS
RCS Standard:
Performance Indicators/Learning Objectives: AASL Standards/Strands/Indicators
Evaluation Criteria/Tool(s):
Resources Required:
Materials Required:
__