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.
Three or more of these are missing from the scenario.
Plus – AS A TEAM, answer each of these items here on the rubric.
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443:
We will meet the following dates/times: Sunday, March 30 at 1:30 PM Initial meeting on Kim's wiki to begin preparing for the lesson plan collaboration. Monday, March 31 at 7:00 PM Meet on Google docs to discuss and complete scenarios. Discuss and complete questions #1-5 on Part I Rubric. Tuesday, April 1 at 7:00 PM Discuss Understanding By Design. Discuss and complete questions #6-10 on Part II Rubric. Thursday, April 3 at 6:00 PM Collaboration will take place by phone to plan for lesson. Friday, April 4 at 3:30 PM Meet by phone to self-access our planning for lesson. Submit A.3.3 Part I and II rubrics. Sunday, April 6 at 1:30 PM Meet on Google docs to begin to negotiate aspects of the lesson plan. Sunday, April 13 at 1:30 PM Meet on Google docs to continue to negotiate aspects of the lesson plan. Monday, April 21 at 6:30 PM Meet on Google docs to finalize our lesson plan. Tuesday, April 22 at 7:00 PM Final meeting by phone to self-access our work according to the rubric. Submit if ready!
2. A planning form selected (provide link to a wiki page):
3. Strengths brought to the partnership and this particular lesson/unit by Debbi:
I have taught 4th, 5th, and 6th grade ELAR over the past 20 years. I have been the ELAR department head for most of those years. I have a lot of experience in collaborating and planning with colleagues. Synthesizing has always and continues to be a weak link in reading comprehension. I have in mind what hasn't worked in the past and am willing to use a new lesson format, as well as coteach with a librarian, to strengthen this skill. I am familiar with the resources we have chosen to incorporate into our lesson.
4. Strengths brought to the partnership and this particular lesson/unit by Kim:
I have taught Language Arts in 2nd and 3rd grades - I was the TAG teacher for both grades. I have read the books we are using. I am an organized, logical person, so I can plan and follow lesson plans. Even though I have not written lesson plans in 16 years, I understand the progression of the plan and the importance of each step.
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
After a discussion about collaborative lessons with the principal, the librarian was added to the staff meeting agenda at the beginning of the year so she could explain to the entire staff what she would like to do for them this year. As the year progresses, she keeps an updated webpage that includes pictures of collaborative lessons she has taught with the staff. This particular lesson is explained in a library update that the librarian emails out to the staff every few weeks.
Note: Answer each of these questions here on the rubric.
Total from Scenario Rubric (25 points possible): __
Part 1: Rubric A.3.3 - Benchmark – Scenario
SLIS Students’ Names: Kim Copeland and Debbi Dickinson
Scenario/Collaborative Planning Form Wiki URL:_
http://kac-ls5443.wikispaces.com/Collaborative+Lesson+Plan
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).
Plus – AS A TEAM, answer each of these items here on the rubric.
1. A schedule for future collaborative planning sessions. Note: You MUST include an actual schedule for completing A.4.2 for LS5443:
We will meet the following dates/times:
Sunday, March 30 at 1:30 PM Initial meeting on Kim's wiki to begin preparing for the lesson plan collaboration.
Monday, March 31 at 7:00 PM Meet on Google docs to discuss and complete scenarios. Discuss and complete questions #1-5 on Part I Rubric.
Tuesday, April 1 at 7:00 PM Discuss Understanding By Design. Discuss and complete questions #6-10 on Part II Rubric.
Thursday, April 3 at 6:00 PM Collaboration will take place by phone to plan for lesson.
Friday, April 4 at 3:30 PM Meet by phone to self-access our planning for lesson. Submit A.3.3 Part I and II rubrics.
Sunday, April 6 at 1:30 PM Meet on Google docs to begin to negotiate aspects of the lesson plan.
Sunday, April 13 at 1:30 PM Meet on Google docs to continue to negotiate aspects of the lesson plan.
Monday, April 21 at 6:30 PM Meet on Google docs to finalize our lesson plan.
Tuesday, April 22 at 7:00 PM Final meeting by phone to self-access our work according to the rubric. Submit if ready!
2. A planning form selected (provide link to a wiki page):
http://kac-ls5443.wikispaces.com/Collaborative+Lesson+Plan
3. Strengths brought to the partnership and this particular lesson/unit by Debbi:
I have taught 4th, 5th, and 6th grade ELAR over the past 20 years. I have been the ELAR department head for most of those years. I have a lot of experience in collaborating and planning with colleagues. Synthesizing has always and continues to be a weak link in reading comprehension. I have in mind what hasn't worked in the past and am willing to use a new lesson format, as well as coteach with a librarian, to strengthen this skill. I am familiar with the resources we have chosen to incorporate into our lesson.
4. Strengths brought to the partnership and this particular lesson/unit by Kim:
I have taught Language Arts in 2nd and 3rd grades - I was the TAG teacher for both grades. I have read the books we are using. I am an organized, logical person, so I can plan and follow lesson plans. Even though I have not written lesson plans in 16 years, I understand the progression of the plan and the importance of each step.
5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
After a discussion about collaborative lessons with the principal, the librarian was added to the staff meeting agenda at the beginning of the year so she could explain to the entire staff what she would like to do for them this year. As the year progresses, she keeps an updated webpage that includes pictures of collaborative lessons she has taught with the staff. This particular lesson is explained in a library update that the librarian emails out to the staff every few weeks.
Note: Answer each of these questions here on the rubric.
Total from Scenario Rubric (25 points possible): __