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(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.
These are standards rather than learning objectives. In backward planning, you want to state student learning objectives in terms of: At the end of this lesson, studentsLearning Objectives:
1. Student will be able to:
1.to connect historical to contemporary issues.
2. Students will be able to explain historical circumstances surrounding assassination of political figure.
3.
These should address both content-area and S4L standards. Students will be able to create a multi-media presentation highlighting their information.
Performance Indicators/Learning Objectives:Indicators:
AASL Standards/Strands/Indicators
Standard 1: To inquire, think critically and gain knowledge
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
Standaconclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.rdStandard 2: To
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.
Students will use one of the following tools to plan and/or make notes:
Partner Wiki Page
What about electronic notemaking tools? What are the good Web 2.0 tools for this purpose?
Students will have a variety of choices of Web 2.0 tools to present their findings:
Xtranormal

In the CS4TRC sample lesson plans, the "Collaboration" section is a summary of how the educators (rather than the students) will collaborate to teach the lesson.
Assessment - Educators monitor students' ability to pose questions. They may also look at the student Category Matrix to be sure the students are staying within the boundaries of the assignment. In addition, teachers may use the rubric to determine if the students are making adequate notes, collaborating, and synthesizing their research on their wiki. Student/Teacher/Librarian rubrics will be consulted throughout the project to determine how well the requirements are being followed.
deepen comprehension. Your graphic organizer does not distinguish questions in this way. I believe
{Evaluation Rubric.doc} Student/Teacher/Librarian Evaluation Rubric.
Hurray for using a wiki to document collaboration!
{Assassination+Partner+Evaluation.docx} Partner Evaluation
Standards (from the TEKS or other state standards)
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Educational technology - No educational technology tools, equipment, or standards?
x----Implementation‍Implementation
Process
Day 1
Motivation
assassinate them?" Brava for connecting students' literary background knowledge to historical/contemporary events.
Student-friendly Objectives - Ask before, during, and after questions
Choose a partner and identify a historical figure to research.
Compose questions for Category Matrix.
Share questions created with class.
assassinated figure. HaveEducators will want to do this by using think-alouds. Example: "Ms. Lamb, I am studying Benazir Bhutto. I'm thinking I will start with the Wikipedia. What do you think?" Ms. Lamb replied, " Well, Mrs. Gilbert, starting with the Wikipedia is fine, but let me show you a database where you can verify the information you find on Wikipedia." Ms. Yaddow chimes in,"You both have brought up an important point. We need to verify the information we find about this topic because there will be facts as well as conspiracy theories about assassinations. We might even find whole Web sites that talk about those theories." You could even show an example: http://whokilledjfk.net
Have the students brainstorming activity. (Good use of two educators) Afterwards, pose
Student Participation Procedures -
Participate in class discussion.
Brainstorm what they want to know/research about their assassinated leaders
Think-pair-share possible before, during, and after questions.
the matrix. (This is good. To improve upon this as a "questioning" lesson, students should in some way code their before, during, and after questions. Yes?)
Guided Practice - All educators will take four pairs of partners and monitor those students as they pose questions and decide which will go onto their own Category Matrix. Remind students to pose questions only and not look for answers yet.
Closure - Students share their best questions from the "Before Inquiry" category. The teachers remind the students to focus on the motivation behind the assassin's actions and to meet in the library the rest of the week.
Reflection should be included in every lesson. Please see my note on your rubric.
Example: How does asking questions guide our inquiry? Do you think your "after" questions will be different from your "before" questions? Why?
Thank you for providing a summary of each day. It is always good to begin each consecutive lesson with a bit of motivation as well as presentation. Beginning with one of the conspiracy Web sites on Day 2 may make the point about reliable sources. Alternately, you could show a beginning Mind42 brainstorm. Giving an example of tool use is a great motivator.
Day 2
Student-friendly Objectives
Write an assessment reflection of project and partner relationship.
Closure - Educators will hold a class discussion/debate and determine if there were common factors behind the reasons for the assassinations and if the students feel that any of the reasons are justifiable. The classroom teacher will record answers on the Promethean during the discussion, and the librarian and inclusion teacher will help conduct the discussion/debate.
Yes, to students being active in the closure.
Reflection - How did the questioning keep the students focused and within a workable frame for their research? Were there topics that prompted more questions than others? Were the students allowed enough time to adequately research, synthesize, and prepare their presentations? Did the students adequately use the technology tools to collaborate and present their information?
If including both strategies, you will want to ask a synthesis question as well. What does it mean to synthesize information? Why is it important to use more than one source?
Extensions - Collaborate with the history department and have students develop "Late Breaking News...??? has been assassinated." Students will write news coverage and create video footage of the news report or use a Web 2.0 tool. This activity could then lead into modern day leaders and assassination attempts, discussions of motivating factors of terrorist groups, and what is happening around the world.
In your extensions, keep your focus on questioning and synthesizing. Your ideas are certainly further opportunities for coplanning and coteaching.
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.

www.easybib.com
Jumpstart Research Pathfinder
Please see my notes on your pathfinder.
Graphic Organizers - Category Matrix
{Questions Matrix Template.docx}
{President John Kennedy’s Assassination Questions Matrix.docx}
Brava for the questioning matrix example.
Materials - Sophomore English text set, Databases (EBSCO, Britannica, FactCite)
Equipment - Student computers, Promethean board
Collaboration - Students will collaborate in pairs to research their topic and create a presentation. Teachers and the librarian will collaborate to form lessons, gather resources, create assessment rubrics, and assess student progress.
In the CS4TRC sample lesson plans, the "Collaboration" section is a summary of how the educators (rather than the students) will collaborate to teach the lesson.
Assessment - Educators monitor students' ability to pose questions. They may also look at the student Category Matrix to be sure the students are staying within the boundaries of the assignment. In addition, teachers may use the rubric to determine if the students are making adequate notes, collaborating, and synthesizing their research on their wiki. Student/Teacher/Librarian rubrics will be consulted throughout the project to determine how well the requirements are being followed.
In a true "questioning" reading comprehension strategy lesson, students would pose before, during, and after questions. The idea is to develop questions as a way to deepen comprehension. I believe your lesson is strongest as a "synthesizing" strategy lesson.
{Evaluation Rubric.doc} Student/Teacher/Librarian Evaluation Rubric.
{Assassination+Partner+Evaluation.docx} Partner Evaluation

Possible People:
10 Assassinated Political Leaders
page is ppwerful,powerful, some of
5 Assassinated Black Leaders
Brava for your focus on diversity. These assassination announcements are moving.
Historical Information:
Info Please
Discovery Education
HyperHistory
More?
School Databases for this topic could be listed.
Easybib.com or another electronic citation maker could be added.
Use your pathfinder to support the totality of the inquiry project.

Possible People:
10 Assassinated Political Leaders
While I think the list of possible inquiry topics on this page is ppwerful, some of the ads were a bit raw for me. I, personally, would look for another site. Or list these people individually and link to another site such as the Wikipedia.
5 Assassinated Black Leaders
Historical Information:

Collaborative Lesson Plan – A. 4.2
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
Reviewer Dr. M.
Planning
-Questioning, Synthesizing (Okay, but most strategy lesson focus on one at a time.)
Reading Development Level -Advancing (High School Level)
Instructional Strategies -Advanced Organizers, Cues and Questions, Notemaking and Summarizing
x----Implementation‍Implementation
Process
Day 1
Motivation
Discuss the relationship between Brutus and Caesar. Point out that Brutus was Caesar's trusted friend and the betrayal that Caesar felt when he realized that Brutus was a part of the conspiracy to murder him. Then have the students explore the reasons Brutus gave for joining the conspiracy, and have them defend Brutus' position. Re-read Brutus' soliloquy where he names his reasons, and re-read Brutus' funeral speech where he defends his involvement in the conspiracy to the angry mob. Lead a brief discussion about why a person might be willing to assassinate another. After the brief discussion, the teacher will display pictures and names of approximately five assassinated figures in history and share a sentence or two about each person. After showing and telling about the people the teacher will then propose the questions, "What do all these people have in common?" and "Why do you think someone would have wanted to assassinate them?"
Guided Practice - Educators will each take four pairs to monitor students' brainstroming, research and notemaking.
Closure - Students record "During Inquiry" questions on their Category Matrix. Students develop a plan for the following class period so that they have a definite focus for the next day's research.
Day 3
Student-friendly Objectives
Continue recording notes about their assassinated leader and assassin on the wiki.
Guided Practice - Teachers and librarian will continue to monitor their four pairs and assist students as they continue their research and make notes on their wiki.
Closure - Students will use the rubric to check their progress and record at least one "During Inquiry" question on their Category Matrix.
Day 4
Student-friendly Objectives
Choose presentation tool.
Guided Practice - Educators will continue to monitor and assist their four pairs of students. Having all three educators monitor and assist will help ensure that all students are helped and all questions are answered.
Closure - Students will use the rubric to self-assess their presentation.
Day 5
Student-friendly Objectives
Share presentations with class.

Feedback and Final Touches
Thanks guys and good luck w/ the rest of the program!

Feedback and Final Touches
FYI...just letting you gals know that I've turned in the rubric and the 4 other attachments. It's been a pleasure working with you!!