Collaborative+Planning+Form

Supplement 1C―Collaborative Planning Sheet, Sample 3 Carol = purple Kellie = blue 5th grade Social Studies Teacher, Kellie Library Media Specialist, Carol || This lesson will occur as part of a unit on westward expansion and will take one 50 minute session to complete. || The purpose of this lesson is to search for answers to questions posed by students on westward expansion, specifically why people moved west. We are asking students to participate in this lesson so that they gain experience in forming questions about things they want to know about, using those questions to find and evaluate information from a variety of sources and then synthesizing that information and incorporating it into a solution or product.
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 * 1. Why are we asking students to engage in this learning experience? Goals/Standards

How is this relevant to 5th-grade students' lives?

TEKS (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (B) identify reasons people moved west; 25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions ;

These are all reading comprehension strategies but questioning and synthesizing are not mentioned here. You need a reading TEKS for one or both of those.

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; AASL Standards Inquire, think critically, and gain knowledge. 1.1 Skills: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Inquire, think critically, and gain knowledge. 1.1 Skills: 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. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills: 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills: 3.1.3 Use writing and speaking skills to communicate new understandings effectively. || 1. Complete a KWL chart on the subject of why people moved west. Remember: You must provide an actual a graphic organizer document for A. 4.3. 2. Find and evaluate three appropriate resources found in the library to answer their questions. 3. Synthesize information from their resources and organize it into a project utilizing one web 2.0 tool || Questioning - Social studies teacher and librarian will lead the students in filling out a KWL chart based on what they know from reading //Pappy's Handkerchief.// Both educators will model  to the students how to fill out a KWL chart before students begin researching.  Locating information using library resources - Librarian will remind students of some of the resouces available in the library (online databases, reference materials, books.) Recording information that answers their questions - both educators will review proper note making procedures with students before students begin researching. Synthesizing information with the use of a web 2.0 tool to create a product to be included in their journal. - both educators will guide/assist students in creating a product. Will you provide a sample? || Completed journal entries incorporating a web 2.0 tool, Completed KWL charts || Rubric (teacher/librarian created): Students and teacher/librarian will use this rubric to assess KWL charts and journal entries for completeness Questioning and observation of students: Both librarian and teacher will question and observe student learning Completed KWL charts: Both librarian and teacher will assess KWL charts. Completed journal entries detailing information (bibliographic and facts) from library sources and incorporating a web 2.0 tool such as wordle, newspaper clipping generator, mindmap: Both librarian and teacher will assess journal entries; Librarian will asses bibliographic information; Teacher will assess facts. Both librarian and teacher will evaluate use of web 2.0 tool.
 * 2. What do we want the students to learn? Performance Indicators/Learning Objectives
 * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator
 * 4. How will they communicate what they learned? Learning Process/Products
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)

Appropriate division of assessment based on primary area of teaching responsibility || //Pappy’s Handkerchief: A Tale of the Oklahoma Land Run// by Devin Scillion KWL chart white board, markers access to library resources and technology handkerchief Student constructed journals used for inquiry in social studies KWL graphic orgainzers, pencils, highlighters Rubric (created by the librarian and teacher) ||
 * 6. What resources will the students/we need? Who is responsible for gathering these resources?