The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: * Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place.
Three or more of these are missing from the scenario.
Our scenario:
At a staff meeting at the beginning of the year, Mrs. Copeland, the school librarian, presented a brief explanation of how she could collaborate with teachers to help them teach the grade level TEKS. She explained to the teachers that she wanted to help them. She asked them to keep in mind the resources and experience that she could bring to a collaboration. She also pointed out that having two educators working with the class means that the students receive more one on one help. She handed out a brochure that outlined all she could do for and with them. Brava for Mrs. Copeland. I hope she will also follow up each faculty member with personal invitations for coteaching.
Mrs. Dickinson, a fifth grade ELAR teacher, recently reviewed the data from the last reading benchmark. The results were far from acceptable, much less exemplary. As usual the weakest TEKS objective was student’s not being able to read across multiple text and construct new meaning. She knew she had to approach teaching this reading comprehension skill in a new and fresh way. Sitting on her desk was a brochure from Mrs. Copeland, the school librarian. As she was thumbing through it, she was reminded that the librarian was willing to plan and coteach. She had never utilized this resource before but she was willing to give it a try. After all, synthesizing requires multiple texts. The library would be a perfect place get the needed resources! Mrs. Dickinson walked quickly to the library to visit with Mrs. Copeland hoping the invitation was still good. Hurray for teachers who are open and eager to seek support to solve students' learning challenges. I know Mrs. Copeland will be ready and willing!
Link toPart 1: Rubric A.3.3 - Benchmark – Scenario:
Debbi Dickinson: 5th Grade Teacher Kim Copeland: Teacher librarian
Dates/Times:
Wednesday, April 16, 9:00 - 9:45 The unit, of course, will need many session as you have noted in the outline.
Topic/Curriculum Standards:
Topic: Students synthesize and make connections between multiple genres about the Holocaust.
Reading Comprehension Standard: Synthesizing
Content Area Standards: TEKS - §110.16. English Language Arts and Reading, Grade 5
(11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
(19) Reading/ Comprehension Skills. (F) make connections (e.g., thematic links,author analysis) between and across multiple texts of various genres and provide textual evidence. Excellent selection of TEKS for both RCS and inquiry learning.
Content-area objectives:
Students will write responses to texts read as a class and/or independently and provide evidence from the text to demonstrate understanding.
Students will synthesize and make logical connections between ideas within a text and across 2 or 3 texts.
Students make connections between text of various genres and provide textual evidence to support their ideas.
AASL standard(s) and strand(s) (S4L).
Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use Prior and background knowledge as context for new learning.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills. 2.1.4 Use technology and other information tools to analyze and organize information.
Performance Indicators/Learning Objectives:
Students will create a flyer to demonstrate new knowledge and ideas about the Holocaust. Who will be the audience for the flyer? How will this connect with their outside of school lives? How can you build in relevance?
Evaluation Criteria/Tool(s):
Web 2.0 tool
Self-Assessment Checklist
Synthesizing Graphic Organizer
Rubric
Resources Required:
*Number the Stars by Lois Lowry (Historical Fiction) - books gathered by teacher *I am a Star: Child of the Holocaust by Inge Auerbacher (Biography that includes Poetry) - book provided by librarian
*Berenbaum, Michael. "Holocaust." World Book Student. World Book, 2014. Web. (Informational Nonfiction) - librarian will ensure all students have access to it.
*Web 2.0 tool, www.smore.com accounts for all students - librarian will ensure each student has a log in. The Boy with the Striped Pajamas movie clips from http://www.imdb.com/
video from the US Holocaust Memorial Museum: http://www.ushmm.org/information/exhibitions/museum-exhibitions/remember-the-children-daniels-story/video
Materials Required:
*Class set KWLQ charts - teacher is responsible for this
*Three Class sets Synthesizing Graphic Organizer, one for each text - teacher is creating this
*Self-Assessment Checklist for all students, which will also be used by the classroom teacher and librarian to assess student work - teacher and librarian will create this together
Rubric to grade their work from the Worldbook Online. Brava!
Lesson Outline
(indicating responsibilities of one or both educators):
Day 1: Entice the students for the up coming unit on the Holocaust by showing a few movie clips from The Boy with the Striped Pajamas. The librarian will introduce and begin the KWLQ chart with the students.
Day 2-12: Read during Literature Circles in the classroom Number the Stars by Lois Lowry. Students will make notes and complete the Synthesizing Graphic Organizer during the literature circles.
Day 13: The librarian, along with the classroom teacher, will complete and debrief the KWLQ chart with the students.
Day 14: The class will visit the library where the librarian and the classroom teacher coread selected pages of the I am a Star: Child of the Holocaust by Inge Auerbacher.
Day 15: In the classroom, students will make notes and complete the Synthesizing Graphic Organizer from the text read yesterday.
Day 16: The class will visit the library where the students will access the database Worldbook and search for the topic Holocaust. The students will make notes and complete the Synthesizing Graphic Organizer.
Day 17 and 18: The librarian and the classroom teacher will model how to synthesize from their notes made and the synthesizing graphic organizer. Students will write a 1-2 paragraph reflection that synthesizes the information about the Holocaust from the texts that was previously unknown to them.
Day 19 and 20: The students will use the Web 2.0 tool Smore, www.smore.com, in the library to create an online flyer showcasing their new ideas and knowledge about the Holocaust. They will use the self-assess checklist to make sure they include all necessary information on their flyer.
Comprehensive Collaborative Lesson Plan Page
Collaborators: Kim Copeland and Debbi Dickinson
Dr. M. = brown
Instructional Level: 5th grade
Link to Lesson Plan Deconstruction
Link to our Discussion page for this assignment:
Copy of Google Doc
Use the A.3.3 Rubric to organize your scenario.
* Person who first approached the other partner.
* Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
* Where (location within the school) the first collaborative conversation took place.
and Standards
* Grade level.
* Content area(s).
* Initial goal(s).
* Initial objective(s).
Our scenario:
At a staff meeting at the beginning of the year, Mrs. Copeland, the school librarian, presented a brief explanation of how she could collaborate with teachers to help them teach the grade level TEKS. She explained to the teachers that she wanted to help them. She asked them to keep in mind the resources and experience that she could bring to a collaboration. She also pointed out that having two educators working with the class means that the students receive more one on one help. She handed out a brochure that outlined all she could do for and with them.
Brava for Mrs. Copeland. I hope she will also follow up each faculty member with personal invitations for coteaching.
Mrs. Dickinson, a fifth grade ELAR teacher, recently reviewed the data from the last reading benchmark. The results were far from acceptable, much less exemplary. As usual the weakest TEKS objective was student’s not being able to read across multiple text and construct new meaning. She knew she had to approach teaching this reading comprehension skill in a new and fresh way. Sitting on her desk was a brochure from Mrs. Copeland, the school librarian. As she was thumbing through it, she was reminded that the librarian was willing to plan and coteach. She had never utilized this resource before but she was willing to give it a try. After all, synthesizing requires multiple texts. The library would be a perfect place get the needed resources! Mrs. Dickinson walked quickly to the library to visit with Mrs. Copeland hoping the invitation was still good.
Hurray for teachers who are open and eager to seek support to solve students' learning challenges. I know Mrs. Copeland will be ready and willing!
Link to Part 1: Rubric A.3.3 - Benchmark – Scenario:
Part 1: Rubric A.3.3 - Benchmark – Scenario
Link to Part 2: Rubric A.3.3 - Benchmark - Collaborative Planning Form:
Part 2: Rubric A.3.3 Benchmark - Collaborative Planning Form
Collaborative Planning Form:
Teacher/Grade:
Debbi Dickinson: 5th Grade TeacherKim Copeland: Teacher librarian
Dates/Times:
Wednesday, April 16, 9:00 - 9:45The unit, of course, will need many session as you have noted in the outline.
Topic/Curriculum Standards:
Topic: Students synthesize and make connections between multiple genres about the Holocaust.
Reading Comprehension Standard: Synthesizing
Content Area Standards:
TEKS - §110.16. English Language Arts and Reading, Grade 5
(11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
(19) Reading/ Comprehension Skills.
(F) make connections (e.g., thematic links,author analysis) between and across multiple texts of various genres and provide textual evidence.
Excellent selection of TEKS for both RCS and inquiry learning.
Content-area objectives:
Students will write responses to texts read as a class and/or independently and provide evidence from the text to demonstrate understanding.
Students will synthesize and make logical connections between ideas within a text and across 2 or 3 texts.
Students make connections between text of various genres and provide textual evidence to support their ideas.
AASL standard(s) and strand(s) (S4L).
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use Prior and background knowledge as context for new learning.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills.
2.1.4 Use technology and other information tools to analyze and organize information.
Performance Indicators/Learning Objectives:
Students will create a flyer to demonstrate new knowledge and ideas about the Holocaust.Who will be the audience for the flyer? How will this connect with their outside of school lives? How can you build in relevance?
Evaluation Criteria/Tool(s):
Web 2.0 toolSelf-Assessment Checklist
Synthesizing Graphic Organizer
Rubric
Resources Required:
*Number the Stars by Lois Lowry (Historical Fiction) - books gathered by teacher*I am a Star: Child of the Holocaust by Inge Auerbacher (Biography that includes Poetry) - book provided by librarian
*Berenbaum, Michael. "Holocaust." World Book Student. World Book, 2014. Web. (Informational Nonfiction) - librarian will ensure all students have access to it.
*Web 2.0 tool, www.smore.com accounts for all students - librarian will ensure each student has a log in.
The Boy with the Striped Pajamas movie clips from
http://www.imdb.com/
video from the US Holocaust Memorial Museum:
http://www.ushmm.org/information/exhibitions/museum-exhibitions/remember-the-children-daniels-story/video
Materials Required:
*Class set KWLQ charts - teacher is responsible for this*Three Class sets Synthesizing Graphic Organizer, one for each text - teacher is creating this
*Self-Assessment Checklist for all students, which will also be used by the classroom teacher and librarian to assess student work - teacher and librarian will create this together
Rubric to grade their work from the Worldbook Online.
Brava!
(indicating responsibilities of one or both educators):
Day 1: Entice the students for the up coming unit on the Holocaust by showing a few movie clips from The Boy with the Striped Pajamas. The librarian will introduce and begin the KWLQ chart with the students.
Day 2-12: Read during Literature Circles in the classroom Number the Stars by Lois Lowry. Students will make notes and complete the Synthesizing Graphic Organizer during the literature circles.
Day 13: The librarian, along with the classroom teacher, will complete and debrief the KWLQ chart with the students.
Day 14: The class will visit the library where the librarian and the classroom teacher coread selected pages of the I am a Star: Child of the Holocaust by Inge Auerbacher.
Day 15: In the classroom, students will make notes and complete the Synthesizing Graphic Organizer from the text read yesterday.
Day 16: The class will visit the library where the students will access the database Worldbook and search for the topic Holocaust. The students will make notes and complete the Synthesizing Graphic Organizer.
Day 17 and 18: The librarian and the classroom teacher will model how to synthesize from their notes made and the synthesizing graphic organizer. Students will write a 1-2 paragraph reflection that synthesizes the information about the Holocaust from the texts that was previously unknown to them.
Day 19 and 20: The students will use the Web 2.0 tool Smore, www.smore.com, in the library to create an online flyer showcasing their new ideas and knowledge about the Holocaust. They will use the self-assess checklist to make sure they include all necessary information on their flyer.
Link to Collaborative Lesson Plan:
Lesson Plan