Part 1: A.3.3 – Benchmark – Scenario
Collaborators and Roles: Cindi Yaddow - Librarian Stephanie Gilbert - Teacher Constance Lamb - Teacher Reviewer: Dr. M.
The school librarian is approached by two sophomore English teachers by e-mail requesting a meeting. The two teachers would like for the librarian to collaborate with them and build a lesson centered around a research project to follow the reading of Julius Caesar. The teachers are not comfortable using technologyand would like to incorporate Web 2.0 tools in the research project. They know the librarian is a reliable source and will assist in making technology a prioritized 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 five class periods. Excellent , plausible scenario
The focus of the lesson is to highlight the inquiry process and utilize Web 2.0 tools 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 a prewriting category matrix 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 useeasybib.com to cite their sources using MLA style. 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. Your plan is well-developed, includes multiple strategies for student success, and appropriate involves all of the educators in a collaborative (rather than cooperative) effort.
The teachers and librarian decide to meet two more times to finalize their individual responsibilities and review the daily activities 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. They email also encourages the principal to visit the library during the project to view the benefits of co-teaching. 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. Consider requesting educator observations during coteaching - that can ensure the principal shows up!
Part 2: A.3.3 – Benchmark – Collaborative Planning Form
Preparation Relevance of the Lesson: Students will use inquiry skills and utilize Web 2.0 tools which are necessary for students to be successful as 21st Century Learners.
Implementation
Teacher/Grade: S. Gilbert - 10th Grade English C. Lamb -10th Grade English C Yaddow – Librarian Dates/Times: 5 Consecutive English Instructional Days Reading Comprehension Strategy: Synthesizing Topic/Curriculum Standards: (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; (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.Students are expected to: (C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); (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. Learning Objectives:
1. Student will be able to connect historical to contemporary issues.
2. Students will be able to explain historical circumstances surrounding assassination of political figure.
3. Students will be able to create a multi-media presentation highlighting their information. Performance Indicators: AASL Standards/Strands/Indicators 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. 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process Standard 2: To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.3. Use strategies to draw conclusions from information and apply knowledge to circular areas, real world situations, and further investigations. 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. Evaluation Criteria/Tool(s): Student Rubric Teacher / Librarian Assessment Rubric Resources Required: Computers Hand-held electronic devices such as smart phones and Ipads Internet sources Books Technology Tools / Materials Required: Students will use one of the following tools to plan and/or make notes: Partner Wiki Page Students will have a variety of choices of Web 2.0 tools to present their findings: Xtranormal Animoto My eBook Timeline Prezi Excellent choices - Will you need to teach these or provide examples? Is this an opportunity for joint responsibility? Do the teachers want to learn to use these tools? Handouts ofprewriting category matrixand rubric(these will also be available for them to download to their wikis)
Lesson Outline (indicating responsibilities of one or both educators): The librarian will: * Develop a list of Web 2.0 tools that students may use as a prep planning tool and final project presentation tool * Demonstrate Web 2.0 tools * Model citation requirements using easybib.com * Model partner wiki set up / student colloboration The teachers will: * Create student/teacher/librarian rubric (this will be the same for the students and educators) *Create prewriting category matrix * Review and discuss citation of sources. * Review expectations of the project with the student rubric. * Keep administration posted on the progress and when final products are ready. * Assess the students' work and final project. No joint teaching responsibilities for the classroom teachers and librarian? Why should two educators be in the same room at the same time? Be careful. You do not want your collaborative planning to devolve into cooperation! Won't the school librarian share in the assessment responsibility? In order to be considered an equal partner...
Collaborators and Roles:
Cindi Yaddow - Librarian
Stephanie Gilbert - Teacher
Constance Lamb - Teacher
Reviewer: Dr. M.
The school librarian is approached by two sophomore English teachers by e-mail requesting a meeting. The two teachers would like for the librarian to collaborate with them and build a lesson centered around a research project to follow the reading of Julius Caesar. The teachers are not comfortable using technology and would like to incorporate Web 2.0 tools in the research project. They know the librarian is a reliable source and will assist in making technology a prioritized 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 five class periods.
Excellent , plausible scenario
The focus of the lesson is to highlight the inquiry process and utilize Web 2.0 tools 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 a prewriting category matrix 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 sources using MLA style. 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.
Your plan is well-developed, includes multiple strategies for student success, and appropriate involves all of the educators in a collaborative (rather than cooperative) effort.
The teachers and librarian decide to meet two more times to finalize their individual responsibilities and review the daily activities 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. They email also encourages the principal to visit the library during the project to view the benefits of co-teaching. 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.
Consider requesting educator observations during coteaching - that can ensure the principal shows up!
Part 2: A.3.3 – Benchmark – Collaborative Planning Form
Relevance of the Lesson:
Students will use inquiry skills and utilize Web 2.0 tools which are necessary for students to be successful as 21st Century Learners.
S. Gilbert - 10th Grade English
C. Lamb -10th Grade English
C Yaddow – Librarian
Dates/Times:
5 Consecutive English Instructional Days
Reading Comprehension Strategy:
Synthesizing
Topic/Curriculum Standards:
(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;
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet);
(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.
Learning Objectives:
1. Student will be able to connect historical to contemporary issues.
2. Students will be able to explain historical circumstances surrounding assassination of political figure.
3. Students will be able to create a multi-media presentation highlighting their information.
Performance Indicators:
AASL Standards/Strands/Indicators
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.
1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process
Standard 2: To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.3. Use strategies to draw conclusions from information and apply knowledge to circular areas, real world situations, and further investigations.
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.
Evaluation Criteria/Tool(s):
Student Rubric
Teacher / Librarian Assessment Rubric
Resources Required:
Computers
Hand-held electronic devices such as smart phones and Ipads
Internet sources
Books
Technology Tools / Materials Required:
Students will use one of the following tools to plan and/or make notes:
Partner Wiki Page
Students will have a variety of choices of Web 2.0 tools to present their findings:
Xtranormal
Animoto
My eBook
Timeline
Prezi
Excellent choices - Will you need to teach these or provide examples? Is this an opportunity for joint responsibility? Do the teachers want to learn to use these tools?
Handouts of prewriting category matrix and rubric (these will also be available for them to download to their wikis)
The librarian will:
* Develop a list of Web 2.0 tools that students may use as a prep planning tool and final project presentation tool
* Demonstrate Web 2.0 tools
* Model citation requirements using easybib.com
* Model partner wiki set up / student colloboration
The teachers will:
* Create student/teacher/librarian rubric (this will be the same for the students and educators)
*Create
prewriting category matrix
* Review and discuss citation of sources.
* Review expectations of the project with the student rubric.
* Keep administration posted on the progress and when final products are ready.
* Assess the students' work and final project.
No joint teaching responsibilities for the classroom teachers and librarian? Why should two educators be in the same room at the same time? Be careful. You do not want your collaborative planning to devolve into cooperation!
Won't the school librarian share in the assessment responsibility? In order to be considered an equal partner...
Here is the link to our A.3.3 Brainstorming/Pre-Planning/Communication page.A.3.3 Benchmark-Scenario-Collaborative Planning