kac-LS5443 - A.3.3 Part 2 Rubric-Benchmark-Collaborative Planning Form

SLIS Students’ Names:_Kim Copeland and Debbi Dickinson

CATEGORY	10	8	4	0
Understanding by Design:
Standards And Objectives	The collaborative planning form includes: v Content-area standards – including a reading comprehension standard. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). v S4L objectives (indicators). See below.	One of these is missing from the planning form.	Two of these are missing from the planning form.	Three or more of these are missing from the planning form.
Assessment Tool(s)	The collaborative planning form includes: v At least one graphic organizer. v Self-assessment rubric for students. v Assessment rubric for educators. (This can be the same but MUST be noted as such.) v Responsibilities for assessment.	One of these is missing from the planning form.	Two of these are missing from the planning form.	All three of these are missing from the planning form.

Note: Content-area standards and objectives MUST come from a district or state curriculum standards.

This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.

5 Additional Points: AS A TEAM, make sure that answers to each of these components is described on your planning form wiki page AND answer these below as well (one point each):

Relevance to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.): Synthesizing information is more than reading information. Students need to learn to construct their own ideas and meaning instead of copying and pasting other people's words and ideas. It's that 'Aha!' moment that students have that help them to begin to relate and buy into what they are learning.
Responsibilities for gathering or creating resources: The classroom teacher will be responsible for the class set of Number the Stars, the Synthesizing Graphic Organizer, and will create a checklist that will be used by students to self-assess and by the educators to assess student learning. The librarian will be responsible for finding movie clips, the book, I am a Star: Child of the Holocaust, access to library set of computers and Worldbook online and the Web 2.0 tool Smore, and class set of KWLQ charts
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: The classroom teacher is responsible for the class set and reading of Number the Stars, copies of the Synthesizing Graphic Organizer, and creating a Self-assessment rubric. The librarian is responsible for scheduling the library computers and having access to Worldbook online and the Web 2.0 Smore, pulling the library copy of I am a Star: Child of the Holocaust. Both the classroom teacher and the librarian are responsible for the KWLQ chart, grading the Self-Assessment checklist, modeling how to synthesize, coreading I am a Star: Child of the Holocaust, monitoring students completing Synthesizing Graphic Organizer and monitoring students while they work on their smores page.
Technology tools integration (or explanation of why technology is not part of the lesson/unit): Students will need access to a computer, username and password for Worldbook online and the Web 2.0 tool Smore. The librarian will bookmark movie clips that show scenes from the Holocaust.
Materials (consumables such as graphic organizers, notemaking tools, art supplies): Synthesizing Graphic Organizer, KWLQ chart, and checklist for students to self-assess and for the educators to assess student learning.

Note: Answer each of these questions here on the rubric.