A.3.3+Benchmark

Notes: Reviewer: Dr. M. This is too much information for one page. It is not clear to me what is what. ??? Please see the sample student wiki and notice the ideas for additional pages at: http://ls5443samplewiki.wikispaces.com/Collaborative_Lesson_Plan

Scenario/Collaborative Planning Form

Scenario--Motivation of Collaborators- The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: v  Person who first approached the other partner. --Dalin (librarian) approached Abby (teacher) after another teacher told her that Abby might be interested in collaborating. v  Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. --Abby had heard from other teachers that have worked with the librarian and liked it. She was looking for a new and innovative way to approach Romeo and Juliet this year, and though this partnership might be a good way. v  Where (location within the school) the first collaborative conversation took place .--Dalin came to Abby's room during her conference to see if she was interested, as the other teacher had mentioned.

Plausible scenario - shows that librarian is "doing her homework."

Part 1--Scenario--Instructional Goals and Standards- The scenario includes: v Grade level.--9th grade v Content area(s).--ELA v Initial goal(s). v Initial objective(s).

__ Scenario Narrative: __ DaLin had already collaborated with another teacher in the high school English department. That teacher had told DaLin that Abby might be interested in collaborating on a lesson as well. DaLin emailed Abby to see if she was interested in the possibility of collaborating. She asked if they could meet to discuss their options during Abby's conference time. Abby responded in the affirmative and they scheduled to meet the next day during Abby's conference time.

DaLin came to Abby's room during Abby's conference time the next day as planned. When they met, Abby told DaLin that she had heard positive comments from others in her department that had collaborated with DaLin before and wanted to try doing a collaborative lesson with her. Abby was teaching 9th grade English classes and was looking for a new and innovative way to approach "Romeo and Juliet" this year. She thought that collaboration might be a good way to get some new ideas and make things more interesting for the students. They began their collaborative process at this point. After this first meeting they emailed back and forth and met two more times that week during Abby's conference time.

Abby had previously worked with her class on using Fix-up Options to aid in comprehension. She and DaLin decided that since the students were already familiar with them, using Fix-up Options would help the students in translating Shakespearean English into a more modern English that they can better comprehend.

It was decided that since there was more space and resources in the library, they would meet for those classes in the library. The students would be able to make use of the online resources for their "translating" via their laptops, but would also have the reference books available for their use if they were to meet in the library. Also, when they break up into their groups, the library provided a more flexible space for them to work in groups. DaLin will pull the reference resources that the students will possibly use ahead of time to save time and keep the focus on the lesson itself.

Also answer these on the rubric:
 * 1) A schedule for future collaborative planning sessions. You **MUST** include a real schedule for completing A.4.2 for LS5443:
 * 2) A planning form selected (provide link to a wiki page):
 * 3) Strengths brought to the partnership **and this lesson/unit** by Person A:
 * 4) Strengths brought to the partnership **and this lesson/unit** by Person B
 * 5) How the administrator has been informed of the collaborative planning in process. 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 :--The librarian has been having ongoing conversations with administration about the collaborative role she would like to have in the school. During her bi-weekly meetings with the principal, Abby mentions that she is planning and executing a lesson with the librarian and plans to keep her updated on how it goes.

Schedule for future collaborative planning sessions: Since Sunday and Wednesday evenings seem to be the times when both of us are free at the same time, we have decided to make those our phone conversation meeting times. Those dates are Nov. 13, 16, 20, 23, 27, and 30. We will try to also meet on Thursday Dec. 1 to fix any final touches and Friday Dec. 2 if necessary. We will at least touch base on the 2nd.

By the end of M.3.4 have the Template for Collaborative Lesson Plan completed. We should have the lesson basically ready to go. We've already done some work on this, so we just need to flesh out some of our ideas and complete a few aspects we didn't touch on. Since we must do peer review of other plans and others will do the same for ours in M.4.1, on Sunday 20th, and Wed. 23rd we will discuss ideas we have seen and feedback we have received regarding our lesson plan. During the week of Nov. 27th, we will go through A.4.2 Rubric and make any changes or add any details to be sure we are aligned with the rubric and all of the objectives for the lesson. We will try to finalize everything by the time of our phone meeting on Nov. 30th. If we still have a few tweaks to do, we can communicate as needed to finish before Friday, Dec. 2.

Part 2--Collaborative Lesson Planning Steps we need to take: Please include grade levels and number designations for TEKS.
 * 1) Determine grade level : 9th
 * 2) Who will take the role of teacher ? Abby
 * 3) Who will take the role of librarian ? Dalin
 * 4) Will we use the same wiki ? Yes
 * 5) 1st we probably need to identify content-area curriculum standards & AASL standards, strands, & indicators.

6. Choose a "Collaborative Planning Form" (many in M.1.4)-- Done-chose TEA planning document 7. Paste "Collaborative Planning Form" into the wiki- -Done 8. Establish a schedule for planning sessions or timeline for completing the components of the lesson plan. (Goes on A.3.3 Rubric) - Phone conversation on 11/6 to discuss how the lesson plan will be completed. We will work on our own Monday and Tuesday on the wiki and then have another phone conversation on Wednesday to work together. 9. We will need a scenario/collaborative planning page on wiki (need a scenario narrative - not sure what that means, but think it may be like the format of the lesson she gave to us in A.3.2 which I have put in below) Planning page on wiki made 10.Build a Rubric for the lesson (She gave us guidelines for constructing rubrics. 11. I have included the format of the lesson plan that she sent to us. It follows the required template that she is requiring, so we can always paste what we decide into the template easily. I hope this helps.



<span style="font-family: 'Times New Roman',Times,serif; font-size: 35pt;">Begin Here for A.3.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 18pt;">Part I: Scenario Narrative

__ Scenario Narrative: __ DaLin had already collaborated with another teacher in the high school English department. That teacher had told DaLin that Abby might be interested in collaborating on a lesson as well. DaLin emailed Abby to see if she was interested in the possibility of collaborating. She asked if they could meet to discuss their options during Abby's conference time. Abby responded in the affirmative and they scheduled to meet the next day during Abby's conference time.

DaLin came to Abby's room during Abby's conference time the next day as planned. When they met, Abby told DaLin that she had heard positive comments from others in her department that had collaborated with DaLin before and wanted to try doing a collaborative lesson with her. Abby was teaching 9th grade English classes and was looking for a new and innovative way to approach "Romeo and Juliet" this year. She thought that collaboration might be a good way to get some new ideas and make things more interesting for the students. They began their collaborative process at this point. After this first meeting they emailed back and forth and met two more times that week during Abby's conference time.

Abby had previously worked with her class on using Fix-up Options to aid in comprehension. She and DaLin decided that since the students were already familiar with them, using Fix-up Options would help the students in translating Shakespearean English into a more modern English that they can better comprehend.

It was decided that since there was more space and resources in the library, they would meet for those classes in the library. The students would be able to make use of the online resources for their "translating" via their laptops, but would also have the reference books available for their use if they were to meet in the library. Also, when they break up into their groups, the library provided a more flexible space for them to work in groups. DaLin will pull the reference resources that the students will possibly use ahead of time to save time and keep the focus on the lesson itself.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 18pt;">Part 2: Collaborative Planning Document

<span style="display: block; font-family: 'arial black',sans-serif; font-size: 21px; text-align: center;">Teacher/Librarian Collaborative Unit Planning <span style="display: block; font-family: arial,sans-serif; font-size: 15px; text-align: center;">Abby Hancock / DaLin Cummings / 9th grade English <span style="color: #7030a0; font-family: Arial,sans-serif; font-size: 15px;">(limited space, see below) || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Essential Questions, Goals & Objectives: Students will use fix-up options to track their comprehension of Romeo and Juliet, Act I, Scene I and translate the scene into modern day language. Students will understand the events in this scene DESPITE the Shakespearean language. || These are not resources. ??? How will you integrate technology resources? || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Proposed Learning Activities: Students will be able to use fix-up options to track their comprehension of Romeo and Juliet. Students will be able to use translate Shakespearean language to modern language. Students will be able to share their interpretations with the class through acting out their interpreted lines. What about Bloom's verbs? || The graphic organizer and their oral presentation will be used to assess understanding of the scene and the ability to translate Shakespearean language into modern language. Students will use a checklist to guide their work. Teacher/Librarian will use this checklist as a rubric to assess. || <span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 15px;">What are the classroom teacher's responsibilities? I did not find the teacher's responsibility in terms of resources. <span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 15px;">I found the teacher's instructional responsibilities below. Your form is confusing me.... || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Responsibilities: Librarian <span style="color: #008000; font-family: Arial,sans-serif;">Demonstrate/ role play with the Teacher how to translate Shakespearean language into modern language. <span style="color: #008000; font-family: Arial,sans-serif;">Prepare the library space for the classes. <span style="color: #008000; font-family: Arial,sans-serif;">Pull reference resources for the class to possibly use during the activity. <span style="color: #008000; font-family: Arial,sans-serif;">Work with teacher to provide web resources for the class to possibly use during the activity. <span style="color: #008000; font-family: Arial,sans-serif;">Prepare / provide equipment to show the video clips for the motivation activity. <span style="color: #008000; font-family: Arial,sans-serif;">Work with the teacher to decide exactly which clips would be best to use and aid in getting them prepared. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">We will share the role of walking the students through the first few examples of doing the graphic organizer. We will both move from group to group as needed to facilitate the groups. <span style="color: #008000; font-family: Arial,sans-serif;">Keep a few hard copies of the graphic organizer and checklist in case of technical emergencies. || <span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 15px;">These are not research-based instructional strategies. <span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 15px;">Are there online reference sources as well? || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Resource Distribution: <span style="color: #008000; font-family: Arial,sans-serif;">Each of the students has a school issued laptop. The graphic organizer will be available as a download on the class website. There will also be hard copies available in case the server goes down or someone comes without their laptop for some reason. The websites to be used for the activity will be available on the class website. The appropriate reference books will be pulled ahead of time and will be on a cart near the class groups for them to use as needed. ||
 * <span style="display: block; font-family: 'arial black',sans-serif; font-size: 15px; text-align: center;">Unit of Study || <span style="display: block; font-family: 'arial black',sans-serif; font-size: 15px; text-align: center;">Content Area ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Standards Addressed:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Resources (include URLs):
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Description of Culminating Task: || <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Assessment: How will you assess the students' use of fix-up options?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Responsibilities: Teacher(s)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Instructional Strategies:

<span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">Planning Times: Library Time Needed:

<span style="display: block; font-family: 'arial black',sans-serif; font-size: 21px; text-align: center;">Teacher/Librarian Collaborative Unit Planning (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and (C) relate the figurative language of a literary work to its historical and cultural setting. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. AASL Standards: See above. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Standard 1: Inquire, think critically, and gain knowledge. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.1 Skills <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.1.6 Read, view, and listen for information presented in any format (e.g, textual, visual, media, digital) in order to make inferences and gather meaning. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.1.9 Collaborate with others to broaden and deepen understanding. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.2 Dispositions in Action <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.2.3 Demonstrate creativity by using multiple resources and formats. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.3 Responsibilities <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.3.2 Seek divergent perspectives during information gathering and assessment. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.3.4 Contribute to the exchange of ideas within the learning community. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.4 Self-Assessment Strategies <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2.1 Skills <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2.1.4 Use technology and other information tools to analyze and organize information. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2.4 Self-Assessment Strategies <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2.4.1 Determine how to act on information (accept, reject, modify). <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.1 Skills <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.1.2 Participate and collaborate as members of a social and intellectual network of learners. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.2 Dispositions in Action <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.2.3 Demonstrate teamwork by working productively with others. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.4 Self-Assessment Strategies <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Standard 4: Pursue personal and aesthetic growth. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">4.4 Self-Assessment Strategies <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">4.4.4 Interpret new information based on cultural and social context. || After reading a segment of Act 1, Scene I and using Fix-up Options to track their comprehension of the traditional language, students will re-write their segment of the scene in modern language, taking into consideration how Romeo and Juliet would play out in a modern society. The relevance to students' lives is that themes in literature span time period, meaning that situations similar to what happened in Romeo and Juliet could still happen in modern times. You need to be clear about this in your motivation. How can you SHOW relevance? As you know, Shakespeare can be a hard sell. || When will you teach them fix-up options? Librarian and teacher will role play how to translate Shakespearean language into modern terminology by reading the prologue as a newscast. Teachers will model whole process through a think-aloud, including reading, fix-up options, translating, and sharing. ( This sounds effective .) Next teachers will lead a whole group discussion to begin student practice. Each group will read the first line of their segment, and the rest of the class will help them brainstorm how the same thing could be said in modern terms. If we need to, teachers will model. (What fix-up option(s) will they be using?) During the activity, teachers will be facilitating, walking around the room to be available to students. Be specific. What are they looking for as they monitor groupwork? || Notemaking - Will you model or teach them notemaking? Cooperative Learning ||
 * <span style="display: block; font-family: 'arial black',sans-serif; font-size: 15px; text-align: center;">Unit of Study ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Standards Addressed:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Resources (include URLs):
 * // Romeo and Juliet // by William Shakespeare
 * 3 column graphic organizer (column 1: Traditional text, column 2: track use of fix-up options, column 3: students’ interpreted text--Teacher will create
 * Checklist for students--Teacher and librarian will create
 * Laptops--All students have laptops
 * Projector and screen for movie clips--Already in classroom
 * www.backchan.nl
 * Internet access--Already in classroom
 * Reference books from library--Librarian will provide ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Description of Culminating Task:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Responsibilities: Teacher(s)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Instructional Strategies:

<span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">Planning Times: Library Time Needed:

<span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">Student Checklist: <span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;"> <span style="color: #800000; font-family: 'Arial Black','sans-serif'; font-size: 15px;">For me, the checklist is not specific enough. What are their fix-up option choices???

<span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">Teacher rubric: <span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">

<span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">The librarian and teacher will assess student work together to determine the final grade. <span style="color: #800000; font-family: 'Arial Black','sans-serif'; font-size: 15px;">**This rubric does not reflect the complexity of this assignment.**

<span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;">3 Column Graphic Organizer: <span style="font-family: 'Arial Black','sans-serif'; font-size: 15px;"> <span style="color: #800000; font-family: 'Arial Black','sans-serif'; font-size: 15px;">It may be best to divide this into individual graphic organizers for each group.