Hey Debbi! Hi Kim! How are you? Doing much better! How about you? Good! I sent you a couple of ideas in your email. Did you get them? Yes - internet was down all day at school today, so I didn’t get to get online at all - and we had a VERY slow day in the library because they were taking school pictures in the library. So much time I could have been doing schoolwork! I like both your ideas. I just watched the video. We can use that, but we should probably make our class period longer to accommodate it. Maybe say 1 hour? It nevers fails! Our Internet connections have been acting weird too. We can do that! I didn’t get the checklist done because I’m not sure I am thinking right. Is the checklist supposed to be about just the World book online synthesizing or the overall unit which would be the final flyer? How so? Our assessment for this lesson is the graphic organizer. The checklist is for the flyer. Do we have to make the checklist for the flyer? Our rubric says it is designed to accurately measure the lesson objectives. That is just this lesson right? Hmmm. I’m looking at the assignment rubric and the lesson plan template… Just a sec. So, we have an assessment in our lesson (using the graphic organizer). The assignment rubric says that we must have a rubric to assess the students. We have in our grand plan that we will use a checklist to assess the final product. And she says that every item in the lesson plan template must be in our lesson. So, I’m not actually sure if this is saying that the rubric MUST be part of THIS one lesson, or if we just have to have one that will assess the students at some point. I don’t know…. part of me thinks that we should create a short one just for this lesson to be on the safe side. It wouldn’t need to be too lengthy because we’d only be assessing this lesson - things like: did the students work together well, did they find an article, did they fill out the graphic organizer… I know we need something else beside the graphic organizer because that category is one up from the assessment. Plus at the end of the rubric it is has a checklist that has GO and rubric, but I still don’t know for unit or lesson. To me it seems like lesson especially how she answered your question!! Yes, I agree. I think we should make one for this lesson. So we are assessing them reading an article, activating background knowledge, making notes, and synthesizing. right? Yes. Another thought - I just realized that the graphic organizer doesn’t have anywhere to put their citation for the article they read - we should probably add a line for that. good idea...easy fix!! So, we need to add the motivation and reflection and then change our assessment to include a rubric. Is that all? I surely hope so!! So do you want to make a rubric with 4 categories (the ones we listed a few lines back) and 3 or 4 columns? I think we should add another category - a participation type one. They are working with a partner, right? If so, we could assess how well they worked with their partner. Then it could just be: Did the student use their time wisely? or something like that. We don’t have anywhere in the lesson that they are working with a partner, not that I remember! That will work. I just added a table. Let’s see if we can knock this out?? Yes! Maybe just say “activate background knowledge”? I am checking on wording from a rubric maker...just a sec. Another thing to add to our lesson plan (I’m reviewing the assignment sheet) - since this lesson is in the middle of the unit, we need to write a summary of what happens before/after the lesson.
Category
3
2
1
Access a database
Successfully uses suggested database to find information and navigates within this site easily without assistance.
Occasionally able to use suggested database to find information and navigates within this sites easily without assistance.
Needs assistance or supervision to use suggested database and/or to navigate within this site.
Activate Background Knowledge
Uses background knowledge to enhance comprehension and Interpretation. Makes text-to-text and text-to-self connections; uses author schema with familiar text to make predictions
Relates background knowledge/experience to text
Talks about what text reminds them of, but cannot explain or relate clearly to the text
Use the graphic organizer to guide the note making
Student identifies a variety of different ideas generated while reading the article
Student identifies some ideas.
Student identifies few ideas.
Reflect on learning
Consistently describes ways in which his/her thinking changes
Is beginning to describe ways in which his/her thinking changes
Finds it difficult to describe ways in which his/her thinking changes when reading.
Use time wisely
Used time well during the lesson. Focused on reading the article and notemaking. Never distracted others.
Used some of the time well during the lesson. There was some focus on reading the article and notemaking, but occasionally distracted others.
Did not use class time to focus on the lesson OR often distracted others.
I added our hook to the wiki lesson plan, and changed the lesson length to 50 min. (the assignment sheet says the lesson should be 45 - 50 min.). I think our reflection is good - it does pertain to this particular lesson. I am currently working on the summary on the lesson plan. I’m thinking that since the teacher and librarian model how to make notes from the online article, maybe we should have the students working in pairs so that they will be doing what the librarian/teacher are modeling. I have added the summary of the before/after our lesson. I have also added the motivation and then included the video on our resources part. I have added some info. about using a rubric. Take a look - make sure I have added everything that is needed. The rubric looks great - what webpage were you going off of? All kinds!! I was googleing (Sp) but I did look at __http://rubistar.4teachers.org/__ I have used this before several times. It just didn’t have anything in particular what we were looking for! Do you think this rubric assesses what the lesson objectives are? Let me take a look with our objectives in mind…. Yes - I think it does. Me too!! Do we just want to add Source Citation___ to the Graphic Organizer or call it something else?? I will copy and paste and make a PDF and then upload to Google Docs so it is accessible. Yes, we need to add that. We also need to make the rubric its own file - it must be submitted separately when this assignment is submitted. On the graphic organizer - yes, I think just putting source citation is good. what do you think about changing the work to being done in pairs? The only thing is is that we are trying to get them to change their thinking, maybe after they fill out the graphic organizer they can do a think-pair-share so they can check their thinking with a partner which could cause their thinking to change even more. Sounds good. So, our to do list at this point is: 1. make pdf of rubric & add it to the lesson plan. 2. add think-pair-share to the closure section of lesson plan. 3. add source citation to graphic organizer.(done-just sent it to your in your twu email) 4. Kim needs to come up with question for BB. What should we title our rubric? Holocaust research? or Holocaust reading? How about Putting the Pieces Together Rubric since our graphic organizer is a puzzle? That’s great! I just sent you the rubric too. I should be able to make both of these public and add the link, right? Where am I supposed to put these? In the lesson plan? They are supposed to be submitted as an attachment in BB, so we need to be able to submit the document. Done...I have a PDF or Word doc for both, but I thought we had to add them to the lesson plan for tomorrow night?? They need to be on the wiki page for this lesson also (either as a link or as a download). So, for your question, you are going to ask about the graphic organizer. For mine - do you think I can ask if we’ll get full credit on everything?? :) I think we need to add something to our motivation that needs coteaching (part of our assignment rubric). We are both there with the kids watching the video...we would both be discussing it. We only have 50 minutes for this lesson...but I guess this is supposed to be in the “real” world!! I just added both the PDF so we are good there. I am fine with the motivation. I think our lesson shows we are both contributing to this lesson. So, I think we need to just spend the next couple days going over the lesson with the rubric in hand. I will add today’s discussion to the lesson link. I still need my question…. Maybe question the rubric and see if it assesses the objectives??? So I guess we need to meet back together after Sunday when we have advice from our classmates in case we need to make changes before we turn this baby in!! OK - that’s right. We had on our schedule to meet on Friday morning - I don’t think we need that since we need to wait until all feedback is done. What day next week can you meet? It is due on 4/25. Monday works for me. 6:30? or earlier? whatever works for you - anytime after 4;30. Any day. I am all for Monday and getting it over with. I meet with my other group at 8:00 but can earlier?? 6:30 is perfect!!! Will this work for you?? Ok - 6:30 it is. I will change the date and time on our schedule. Ok so tomorrow I will post my question and then see you on Monday at 6:30!! I will add today’s discussion to our log and post my question. have a wonderful week and weekend!! You too!! (other than having to do LOTS of projects for school. ) Almost over...Hang in there!!! Awesome. Kim, have a blessed Easter and enjoy your family this weekend!!! Good night!! Good night!!
Sunday, April 13, 1:30 pm
Hi Kim! How are you feeling? Hey Debbi! It was a rough week - I am still tired, coughing and congested. Fun, huh? Yuk!! You don’t think you had the flu, do you? No - fever only on Sunday, the rest of the time - coughing and congestion. Sounds like a horrible cold!! No time to be sick...I hope you will soon feel better!! Getting there - I finally got a lot of sleep this weekend, so hopefully the rest will go away soon. Sleep is great medicine!! I was at TLA this week so it was a busy week driving back and forth to San Antonio. Am I understanding that our lesson needs to be complete by Wednesday so we can post it on the discussion board for feedback? Once we get that back we can adjust accordingly and then we should be ready to submit it. Right? Yes. I hadn’t realized that it had to be done by Wednesday to ask for feedback. I think we are in pretty good shape though - I just added some TEKS to the lesson plan. Maybe we can go through it from the beginning and add what is missing? Sounds like a plan. I know we still need to make our checklist. I can work on that this afternoon. I thought about asking a question about the synthesizing graphic organizer. You mean using that as your question on the discussion board - looking for feedback on it? Yes! I am going to print our lesson out real quick so I can see it as we go through it. Give me sec. Ok I got it. I can make notes and then go back in and add to the lesson plan. Ok. I think we are good on reading comprehension strategy and reading development level. For research-based instructional strategies, I think we use “summarizing and note taking”. That it? Let’s use Dr. M note making instead of note taking! I don’t think we need summarizing because the students are doing that yet? They are synthesizing though. Maybe put Notemaking and Synthesizing I was just looking at the chart on Pg. 13 of the text - I thought that was the list we were supposed to pick from. Where did you read that we had to pick from this list. The reason I am asking is because on her lesson samples it doesn’t use those?? On our lesson plan deconstruction, she counted me off for not picking from that chart. I definitely see that. I just went back and reread her comments, but I don’t know why she doesn’t use them in her lesson samples from the book. So let’s use it from the chart. Summarizing and note taking it is! So, next on the lesson plan is lesson length - I just put 45 min. - but we can change that if needed. 45 minutes is good! The purpose looks good. I started to add the objectives but of course I keep getting confused with the overall unit and this lesson by itself. So at the end of this lesson we won’t students to be able to make notes, change their thinking (Synthesizing)? Do we want them to record their source too I think we use the graphic organizer to help us here…express prior knowledge? Wouldn’t that fall under making notes?? Not sure - I think of making notes as finding new information from the text. We could say activate background knowledge?? Yes! sounds more teachery. So will these three work? I think so! Sounds good!
1. Activate their background knowledge 2.. Make notes and record their source 3.. Synthesize the information from an expository text
Next: resources and materials, etc… I think we could add an expository text under children’s literature But, for this specific lesson, will they be using the book? arent’ they just using Worldbook online? Yes but that is an expository text. we have it listed under “websites” - do you think that is enough? The website has maps, videos, other websites, photos, etc. so to me we need to say that the students are using an expository text. Maybe we say an Online article featuring expository text??? Sure - that works. What about the rest of this category: websites, graphic organizers, materials, equipment - do you think we have it all listed? I think that looks good! Great. Next! Collaboration - let’s reread what we have - what do you think about what we have written? I just added that about an hour ago so we definitely need to make sure it is what we are both thinking in terms of how we would collaborate on this lesson. Maybe we need to specify exactly who is doing what? Again I was modeling it from her samples from the book. OK - I see that now - what you wrote looks just like the type of information she included. I figure it was the best example we have!! If I was actually doing this lesson I could imagine both of us modeling (taking turns writing and/or speaking) making notes on the White board, walking around helping students, and then us both grading the graphic organizers. Yes - that is the picture I have of it also. So, then I think what you wrote for collaboration looks good then. Moving on? Assessing: I like what you wrote. Yea, well, I’ve slept since then…. I didn’t write that, you did!! lol!! too funny!! If we look at her samples she just includes the way to assess. So do we just need to put the graphic organizer and the checklist. Going off now...are we doing this part right?? Is this first part the individual lesson or the unit?? I am confusing myself now. It’s the individual one right?? Yes, this is confusing. I think, that if this is JUST for the one lesson, then our only assessment is the graphic organizer and informal monitoring. They won’t be using the checklist until they are creating their final product, so, technically, it is not a part of this lesson. Ok. then you are right. The assessment looks great! We will need to put a link to the graphic organizer under “resources” where we list graphic organizer. Ok...I can do that! The standards look good! Thanks for adding those!! So, now down to “Implementation”? - Motivation. Didn’t we say the motivation was going to be from movie clips? Obviously from the novel we just We read too?? I would think the kids would be curious about the Holocaust they keep hearing about in Number the Stars The movie clips was to begin the whole unit, wasn’t it? Yes you are right! :/ So how are we going to motivate the students for this one lesson? We only have 45 minutes so it is going to have to be quick? Good question. I guess we can’t just tell them it’s for a grade?! :) Kim, looking back at her sample she only has motivation at the beginning. She doesn’t have motivation for each lesson!! I think we can add our motivation here!! Hmmmm. You’re right. I say we add it here! We don’t actually show it on this day that we are doing this lesson but it was done at the beginning of the unit! Maybe we can post this question on BB? Try to get her to clarify this part? On the example you sent a while ago, the group does outline a motivation for this one lesson. We can ask, but on every sample from the book she has the motivation at the beginning of the unit and all the years I have taught you hook the students at the beginning of the unit whether it takes one day, one week, month, etc. why don’t we copy over the motivation for the unit and also ask for clarification - and if we need to edit later, we can. Sounds good. Student friendly objectives - one is listed so far... We just need to take the main objectives and make them student friendly, right? That’s what I would think… We have “Identify new information’ listed. What about make notes as another objective? How about “record responses from the text” Sure! Or respond to text before, during, and after reading. That works too. We can also put “list main idea and details” - part of the graphic organizer asks for the 5 w’s. sounds great!! I will add both of these! I think we are good with what we have under “presentation”, “student participation…” and “guided practice”. What do you think? Next would be “closure”. I would say that a good closure would be to spend a couple minutes letting the students share what they put for “What I found interesting or surprising to me” on the graphic organizer. Absolutely as well as share what they now are thinking about the Holocaust that they weren’t thinking about before the article!! Agreed. So then we need the reflection and extension right? Yes. I would think these would take into account the entire unit? That is what I was just thinking. It is like the motivation piece. Looking back at our lesson plan deconstruction, it also looks like the closure and reflection can be a lot alike. With our closure, we are having the kids reflect on what they learned during that lesson. I think so. The reflection samples in the book has the students answer questions like what does it mean to synthesize information? I think this part should be about the strategy used whereas the closure is on the lesson. You’re right - now that I look at what she has in the book, they reflect on the big picture things - not on details about the holocaust or whatever topic they used to learn the strategies. Yes and then the extension is what else we could extend on in the lesson. So, for “reflection” we put: What does it mean to synthesize information? How does activating prior knowledge and new information help in changing the way you think? Is notemaking helpful... Do you think that is enough? I think that looks good. I have to think whole unit...Hang on. I was thinking one lesson. So, now extensions... How do you want to extend this lesson? They can share their flyers that they made… With whom? I guess just with the class? The flyers can also be displayed in the library or in the hallway. Could the students create a hallway memorial in some way showcasing the information that they learned about the holocaust? Yes - that would be good. Also, they can gather other books that take place during the Holocaust to read. Perfect!! I have already added the other pieces we discussed but we still need to add the closure, reflection, and extension. I will add link to GO. Do we want to work on the checklist or do you want me to use the “rubric” make to help me then I will share with you for edits?? I am going to have to run in a minute - 4:00 soccer game for my daughter. If you want to make the checklist, that would be great. Why don’t you let me finish adding all this to our wiki and also copy/paste these discussion (maybe on their own page?). Sounds great. Do you want to meet back say on Tuesday so we know what we want to ask to get feedback on? that sounds good. We have what you are going to ask, I just need to come up with what I should ask! I’ll get the additions added to the wiki and post our discussions like we did with the last ones. We will need to link the graphic organizer and the checklist to the lesson plan page. I will do that! What time on Tuesday? After dinner? 7PM? 7 is great! I will see you them. I will send checklist via email before then!! OK - see you then.
Sunday, April 6, 1:30 pm
Hey Debbi! Hi Kim! How are you today? Been better - I have come down with a cold or something. I took some tylenol and my fever is down, but I may not be the best partner today. Bless your heart! Let’s reschedule when you feel better! I don’t mind getting this laid out for us to work on - maybe we can decide on what day’s lesson to map out? then I’ll head back to bed. Ok. What about Day 16 when the students are in the library using World Book and making notes? They are in the library and the librarian and the teacher are coteaching and monitoring. That sounds good - we need to make sure we emphasize the co-teaching aspects. Since the students are all accessing the same article (maybe) then they can use an interactive whiteboard to model making notes? Sounds good - we model how to do it and then they do it on their own? Yes! They would use the Synthesizing Graphic Organizer. We could even have the students working in pairs. Do we need to make the graphic organizer and add it to our wiki? Yes. I can start working on it and send it to you to edit or add. Sorry - just saw that on the rubric - we submit the rubric, the graphic organizer and the rubric the students/teachers use in the lesson. Do you want me to start creating one and send it to you or do you want to schedule a time that we can create one in real time? I don’t mind - either way. It might be easier to have one person make it and the other edit. That is what I was thinking. If we were in person then we might can get away with creating one together, but trying to do it online without a voice makes it difficult. In other words it is hard to have a discussion and work at the same time online. I agree. I was just looking at the modules - looks like we need to have this part done by 4/16 so we can post it in BB and ask for feedback. My thoughts on this part are that we could spend this week adding to the wiki lesson plan individually and have it done by Sunday when we are scheduled to meet again? That sounds great! Since we got great feedback most of it is ready to move over to the lesson plan template. I will play around with an idea that I have for the graphic organizer and send it to you by the middle of the week. Sounds good. So we have a plan!! Yay!! We will be finished before we know it!! I hope you feel better soon!! I am glad we meet online or over the phone, because as much time as we have spent together this past couple of days, I am sure I would have gotten what you have!! lol Yes - it has been a long time since I have been sick - it doesn’t surprise me though - last week I really ran myself into the ground. Well get some rest today and we will talk soon!! Thanks. I am going to go back to bed now. If I stay home tomorrow I’ll work on this. No worries!! We will get it done.
Hey Debbi!
Hi Kim! How are you?
Doing much better! How about you?
Good! I sent you a couple of ideas in your email. Did you get them?
Yes - internet was down all day at school today, so I didn’t get to get online at all - and we had a VERY slow day in the library because they were taking school pictures in the library. So much time I could have been doing schoolwork! I like both your ideas. I just watched the video. We can use that, but we should probably make our class period longer to accommodate it. Maybe say 1 hour?
It nevers fails! Our Internet connections have been acting weird too. We can do that! I didn’t get the checklist done because I’m not sure I am thinking right. Is the checklist supposed to be about just the World book online synthesizing or the overall unit which would be the final flyer?
How so? Our assessment for this lesson is the graphic organizer. The checklist is for the flyer.
Do we have to make the checklist for the flyer? Our rubric says it is designed to accurately measure the lesson objectives. That is just this lesson right?
Hmmm. I’m looking at the assignment rubric and the lesson plan template… Just a sec. So, we have an assessment in our lesson (using the graphic organizer). The assignment rubric says that we must have a rubric to assess the students. We have in our grand plan that we will use a checklist to assess the final product. And she says that every item in the lesson plan template must be in our lesson. So, I’m not actually sure if this is saying that the rubric MUST be part of THIS one lesson, or if we just have to have one that will assess the students at some point. I don’t know…. part of me thinks that we should create a short one just for this lesson to be on the safe side. It wouldn’t need to be too lengthy because we’d only be assessing this lesson - things like: did the students work together well, did they find an article, did they fill out the graphic organizer…
I know we need something else beside the graphic organizer because that category is one up from the assessment. Plus at the end of the rubric it is has a checklist that has GO and rubric, but I still don’t know for unit or lesson. To me it seems like lesson especially how she answered your question!!
Yes, I agree. I think we should make one for this lesson.
So we are assessing them reading an article, activating background knowledge, making notes, and synthesizing. right?
Yes. Another thought - I just realized that the graphic organizer doesn’t have anywhere to put their citation for the article they read - we should probably add a line for that.
good idea...easy fix!!
So, we need to add the motivation and reflection and then change our assessment to include a rubric. Is that all?
I surely hope so!! So do you want to make a rubric with 4 categories (the ones we listed a few lines back) and 3 or 4 columns?
I think we should add another category - a participation type one. They are working with a partner, right? If so, we could assess how well they worked with their partner. Then it could just be: Did the student use their time wisely? or something like that.
We don’t have anywhere in the lesson that they are working with a partner, not that I remember! That will work. I just added a table. Let’s see if we can knock this out??
Yes! Maybe just say “activate background knowledge”?
I am checking on wording from a rubric maker...just a sec.
Another thing to add to our lesson plan (I’m reviewing the assignment sheet) - since this lesson is in the middle of the unit, we need to write a summary of what happens before/after the lesson.
Interpretation. Makes text-to-text and text-to-self connections; uses author schema with familiar text to make predictions
clearly to the text
I added our hook to the wiki lesson plan, and changed the lesson length to 50 min. (the assignment sheet says the lesson should be 45 - 50 min.). I think our reflection is good - it does pertain to this particular lesson. I am currently working on the summary on the lesson plan. I’m thinking that since the teacher and librarian model how to make notes from the online article, maybe we should have the students working in pairs so that they will be doing what the librarian/teacher are modeling.
I have added the summary of the before/after our lesson. I have also added the motivation and then included the video on our resources part. I have added some info. about using a rubric. Take a look - make sure I have added everything that is needed.
The rubric looks great - what webpage were you going off of?
All kinds!! I was googleing (Sp) but I did look at __http://rubistar.4teachers.org/__ I have used this before several times. It just didn’t have anything in particular what we were looking for! Do you think this rubric assesses what the lesson objectives are?
Let me take a look with our objectives in mind….
Yes - I think it does.
Me too!! Do we just want to add Source Citation___ to the Graphic Organizer or call it something else?? I will copy and paste and make a PDF and then upload to Google Docs so it is accessible.
Yes, we need to add that. We also need to make the rubric its own file - it must be submitted separately when this assignment is submitted.
On the graphic organizer - yes, I think just putting source citation is good.
what do you think about changing the work to being done in pairs?
The only thing is is that we are trying to get them to change their thinking, maybe after they fill out the graphic organizer they can do a think-pair-share so they can check their thinking with a partner which could cause their thinking to change even more.
Sounds good.
So, our to do list at this point is: 1. make pdf of rubric & add it to the lesson plan. 2. add think-pair-share to the closure section of lesson plan. 3. add source citation to graphic organizer.(done-just sent it to your in your twu email) 4. Kim needs to come up with question for BB.
What should we title our rubric?
Holocaust research? or Holocaust reading?
How about Putting the Pieces Together Rubric since our graphic organizer is a puzzle?
That’s great!
I just sent you the rubric too. I should be able to make both of these public and add the link, right? Where am I supposed to put these? In the lesson plan?
They are supposed to be submitted as an attachment in BB, so we need to be able to submit the document.
Done...I have a PDF or Word doc for both, but I thought we had to add them to the lesson plan for tomorrow night??
They need to be on the wiki page for this lesson also (either as a link or as a download).
So, for your question, you are going to ask about the graphic organizer. For mine - do you think I can ask if we’ll get full credit on everything?? :)
I think we need to add something to our motivation that needs coteaching (part of our assignment rubric).
We are both there with the kids watching the video...we would both be discussing it. We only have 50 minutes for this lesson...but I guess this is supposed to be in the “real” world!!
I just added both the PDF so we are good there. I am fine with the motivation. I think our lesson shows we are both contributing to this lesson.
So, I think we need to just spend the next couple days going over the lesson with the rubric in hand. I will add today’s discussion to the lesson link. I still need my question….
Maybe question the rubric and see if it assesses the objectives???
So I guess we need to meet back together after Sunday when we have advice from our classmates in case we need to make changes before we turn this baby in!!
OK - that’s right. We had on our schedule to meet on Friday morning - I don’t think we need that since we need to wait until all feedback is done.
What day next week can you meet? It is due on 4/25. Monday works for me. 6:30? or earlier? whatever works for you - anytime after 4;30.
Any day. I am all for Monday and getting it over with. I meet with my other group at 8:00 but can earlier??
6:30 is perfect!!! Will this work for you??
Ok - 6:30 it is.
I will change the date and time on our schedule. Ok so tomorrow I will post my question and then see you on Monday at 6:30!!
I will add today’s discussion to our log and post my question. have a wonderful week and weekend!! You too!! (other than having to do LOTS of projects for school. ) Almost over...Hang in there!!!
Awesome. Kim, have a blessed Easter and enjoy your family this weekend!!!
Good night!!
Good night!!
Sunday, April 13, 1:30 pm
Hi Kim! How are you feeling?
Hey Debbi! It was a rough week - I am still tired, coughing and congested. Fun, huh?
Yuk!! You don’t think you had the flu, do you?
No - fever only on Sunday, the rest of the time - coughing and congestion.
Sounds like a horrible cold!! No time to be sick...I hope you will soon feel better!!
Getting there - I finally got a lot of sleep this weekend, so hopefully the rest will go away soon.
Sleep is great medicine!! I was at TLA this week so it was a busy week driving back and forth to San Antonio. Am I understanding that our lesson needs to be complete by Wednesday so we can post it on the discussion board for feedback? Once we get that back we can adjust accordingly and then we should be ready to submit it. Right?
Yes. I hadn’t realized that it had to be done by Wednesday to ask for feedback. I think we are in pretty good shape though - I just added some TEKS to the lesson plan. Maybe we can go through it from the beginning and add what is missing?
Sounds like a plan. I know we still need to make our checklist. I can work on that this afternoon. I thought about asking a question about the synthesizing graphic organizer.
You mean using that as your question on the discussion board - looking for feedback on it?
Yes! I am going to print our lesson out real quick so I can see it as we go through it. Give me sec. Ok I got it. I can make notes and then go back in and add to the lesson plan.
Ok. I think we are good on reading comprehension strategy and reading development level. For research-based instructional strategies, I think we use “summarizing and note taking”. That it?
Let’s use Dr. M note making instead of note taking! I don’t think we need summarizing because the students are doing that yet? They are synthesizing though. Maybe put Notemaking and Synthesizing
I was just looking at the chart on Pg. 13 of the text - I thought that was the list we were supposed to pick from.
Where did you read that we had to pick from this list. The reason I am asking is because on her lesson samples it doesn’t use those??
On our lesson plan deconstruction, she counted me off for not picking from that chart.
I definitely see that. I just went back and reread her comments, but I don’t know why she doesn’t use them in her lesson samples from the book. So let’s use it from the chart. Summarizing and note taking it is!
So, next on the lesson plan is lesson length - I just put 45 min. - but we can change that if needed.
45 minutes is good! The purpose looks good. I started to add the objectives but of course I keep getting confused with the overall unit and this lesson by itself. So at the end of this lesson we won’t students to be able to make notes, change their thinking (Synthesizing)? Do we want them to record their source too
I think we use the graphic organizer to help us here…express prior knowledge? Wouldn’t that fall under making notes?? Not sure - I think of making notes as finding new information from the text. We could say activate background knowledge?? Yes! sounds more teachery. So will these three work? I think so! Sounds good!
1. Activate their background knowledge
2.. Make notes and record their source
3.. Synthesize the information from an expository text
Next: resources and materials, etc…
I think we could add an expository text under children’s literature
But, for this specific lesson, will they be using the book? arent’ they just using Worldbook online?
Yes but that is an expository text.
we have it listed under “websites” - do you think that is enough?
The website has maps, videos, other websites, photos, etc. so to me we need to say that the students are using an expository text. Maybe we say an Online article featuring expository text???
Sure - that works. What about the rest of this category: websites, graphic organizers, materials, equipment - do you think we have it all listed?
I think that looks good!
Great. Next! Collaboration - let’s reread what we have - what do you think about what we have written?
I just added that about an hour ago so we definitely need to make sure it is what we are both thinking in terms of how we would collaborate on this lesson.
Maybe we need to specify exactly who is doing what?
Again I was modeling it from her samples from the book.
OK - I see that now - what you wrote looks just like the type of information she included.
I figure it was the best example we have!! If I was actually doing this lesson I could imagine both of us modeling (taking turns writing and/or speaking) making notes on the White board, walking around helping students, and then us both grading the graphic organizers.
Yes - that is the picture I have of it also. So, then I think what you wrote for collaboration looks good then. Moving on?
Assessing: I like what you wrote. Yea, well, I’ve slept since then….
I didn’t write that, you did!! lol!! too funny!! If we look at her samples she just includes the way to assess. So do we just need to put the graphic organizer and the checklist. Going off now...are we doing this part right?? Is this first part the individual lesson or the unit?? I am confusing myself now. It’s the individual one right??
Yes, this is confusing. I think, that if this is JUST for the one lesson, then our only assessment is the graphic organizer and informal monitoring. They won’t be using the checklist until they are creating their final product, so, technically, it is not a part of this lesson.
Ok. then you are right. The assessment looks great!
We will need to put a link to the graphic organizer under “resources” where we list graphic organizer.
Ok...I can do that! The standards look good! Thanks for adding those!!
So, now down to “Implementation”? - Motivation.
Didn’t we say the motivation was going to be from movie clips? Obviously from the novel we just
We read too?? I would think the kids would be curious about the Holocaust they keep hearing about in Number the Stars
The movie clips was to begin the whole unit, wasn’t it?
Yes you are right! :/ So how are we going to motivate the students for this one lesson? We only have 45 minutes so it is going to have to be quick?
Good question. I guess we can’t just tell them it’s for a grade?! :)
Kim, looking back at her sample she only has motivation at the beginning. She doesn’t have
motivation for each lesson!! I think we can add our motivation here!!
Hmmmm. You’re right.
I say we add it here! We don’t actually show it on this day that we are doing this lesson but it was done at the beginning of the unit!
Maybe we can post this question on BB? Try to get her to clarify this part? On the example you sent a while ago, the group does outline a motivation for this one lesson.
We can ask, but on every sample from the book she has the motivation at the beginning of the unit and all the years I have taught you hook the students at the beginning of the unit whether it takes one day, one week, month, etc.
why don’t we copy over the motivation for the unit and also ask for clarification - and if we need to
edit later, we can.
Sounds good.
Student friendly objectives - one is listed so far...
We just need to take the main objectives and make them student friendly, right?
That’s what I would think… We have “Identify new information’ listed. What about make notes as another objective?
How about “record responses from the text”
Sure!
Or respond to text before, during, and after reading.
That works too. We can also put “list main idea and details” - part of the graphic organizer asks for the 5 w’s.
sounds great!! I will add both of these!
I think we are good with what we have under “presentation”, “student participation…” and “guided practice”. What do you think? Next would be “closure”. I would say that a good closure would be to spend a couple minutes letting the students share what they put for “What I found interesting or surprising to me” on the graphic organizer.
Absolutely as well as share what they now are thinking about the Holocaust that they weren’t thinking about before the article!!
Agreed.
So then we need the reflection and extension right?
Yes. I would think these would take into account the entire unit?
That is what I was just thinking. It is like the motivation piece.
Looking back at our lesson plan deconstruction, it also looks like the closure and reflection can be a lot alike. With our closure, we are having the kids reflect on what they learned during that lesson.
I think so. The reflection samples in the book has the students answer questions like what does it mean to synthesize information? I think this part should be about the strategy used whereas the closure is on the lesson.
You’re right - now that I look at what she has in the book, they reflect on the big picture things - not on details about the holocaust or whatever topic they used to learn the strategies.
Yes and then the extension is what else we could extend on in the lesson.
So, for “reflection” we put: What does it mean to synthesize information? How does activating prior knowledge and new information help in changing the way you think? Is notemaking helpful...
Do you think that is enough? I think that looks good.
I have to think whole unit...Hang on. I was thinking one lesson.
So, now extensions...
How do you want to extend this lesson?
They can share their flyers that they made…
With whom?
I guess just with the class? The flyers can also be displayed in the library or in the hallway.
Could the students create a hallway memorial in some way showcasing the information that they learned about the holocaust?
Yes - that would be good. Also, they can gather other books that take place during the Holocaust to read.
Perfect!! I have already added the other pieces we discussed but we still need to add the closure, reflection, and extension. I will add link to GO. Do we want to work on the checklist or do you want me to use the “rubric” make to help me then I will share with you for edits??
I am going to have to run in a minute - 4:00 soccer game for my daughter. If you want to make the checklist, that would be great. Why don’t you let me finish adding all this to our wiki and also copy/paste these discussion (maybe on their own page?).
Sounds great. Do you want to meet back say on Tuesday so we know what we want to ask to get feedback on?
that sounds good. We have what you are going to ask, I just need to come up with what I should ask! I’ll get the additions added to the wiki and post our discussions like we did with the last ones. We will need to link the graphic organizer and the checklist to the lesson plan page.
I will do that! What time on Tuesday?
After dinner? 7PM?
7 is great! I will see you them. I will send checklist via email before then!!
OK - see you then.
Sunday, April 6, 1:30 pm
Hey Debbi!
Hi Kim! How are you today?
Been better - I have come down with a cold or something. I took some tylenol and my fever is down, but I may not be the best partner today.
Bless your heart! Let’s reschedule when you feel better!
I don’t mind getting this laid out for us to work on - maybe we can decide on what day’s lesson to map out? then I’ll head back to bed.
Ok. What about Day 16 when the students are in the library using World Book and making notes? They are in the library and the librarian and the teacher are coteaching and monitoring.
That sounds good - we need to make sure we emphasize the co-teaching aspects.
Since the students are all accessing the same article (maybe) then they can use an interactive whiteboard to model making notes?
Sounds good - we model how to do it and then they do it on their own?
Yes! They would use the Synthesizing Graphic Organizer. We could even have the students working in pairs.
Do we need to make the graphic organizer and add it to our wiki?
Yes. I can start working on it and send it to you to edit or add.
Sorry - just saw that on the rubric - we submit the rubric, the graphic organizer and the rubric the students/teachers use in the lesson.
Do you want me to start creating one and send it to you or do you want to schedule a time that we can create one in real time?
I don’t mind - either way. It might be easier to have one person make it and the other edit.
That is what I was thinking. If we were in person then we might can get away with creating one together, but trying to do it online without a voice makes it difficult. In other words it is hard to have a discussion and work at the same time online.
I agree. I was just looking at the modules - looks like we need to have this part done by 4/16 so we can post it in BB and ask for feedback. My thoughts on this part are that we could spend this week adding to the wiki lesson plan individually and have it done by Sunday when we are scheduled to meet again?
That sounds great! Since we got great feedback most of it is ready to move over to the lesson plan template. I will play around with an idea that I have for the graphic organizer and send it to you by the middle of the week.
Sounds good.
So we have a plan!! Yay!! We will be finished before we know it!! I hope you feel better soon!! I am glad we meet online or over the phone, because as much time as we have spent together this past couple of days, I am sure I would have gotten what you have!! lol
Yes - it has been a long time since I have been sick - it doesn’t surprise me though - last week I really ran myself into the ground.
Well get some rest today and we will talk soon!!
Thanks. I am going to go back to bed now. If I stay home tomorrow I’ll work on this.
No worries!! We will get it done.