Collaborative+Lesson+Plan+Scenario

Dr. M, The information in colored font found at the bottom of this page is the negotiated framework for this assignment.

Scenario Benchmark-A.4.1 A 5th grade Social Studies teacher went to the library on her conference period to inquire about possible print resources for an upcoming unit on the Westward Expansion. The librarian asked the teacher questions about her resource needs and made recommendations for resources in a variety of formats to support her unit. One of the requirements for this unit of study is that students complete an inquiry project  on the reasons people moved west. The librarian and classroom teacher decide to collaborate on this aspect of the unit. The Westward Expansion Unit is taught at the 5th grade level. The content area for this unit is Social Studies. The initial goals and objectives for this project are: After reading //Pappy’s Handkerchief: A Tale of the Oklahoma Land Run// by Devin Scillion, students will complete a KWL chart on the subject of why people moved west. Students will find and evaluate three appropriate resources found in the library to answer their questions . Students will synthesize information from their resources and organize it into a project utilizing one web 2.0 tool <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">.
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Motivation of Collaborators: **
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Instructional Goals and Standards: **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">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; (C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; AASL Standards 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 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. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Excellent and appropriate selection of standards (that can be assessed) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

The Classroom teacher (Kellie) brings knowledge of Social Studies content and standards as set forth by the state. She has experience teaching lessons at the elementary and middle school levels. She has an understanding of the <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">individual learning needs <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">of her students including special needs students who are mainstreamed into her classroom for Social Studies. The Library Media Specialist (Carol) has the background knowledge of <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">resources <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">available, AASL standards and <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">how to conduct research <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> in the library media center. Carol is experienced in guiding students while conducting research; she has introduced to students the importance of asking appropriate questions, taking notes, and summarizing what they have learned in previous lessons. Carol notified the administration of the collaborative project and during the initial planning session the <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">administrator stopped in to inquire about the project <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">and was invited to <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">observe the lesson <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">on the date it was presented. If district policies allow, school librarians should always be evaluated while coteaching. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Additionally, both partners have committed to meet according to the following schedule in order to plan and complete this joint lesson plan: Saturday, November 21 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Meet up to finalize our scenario before handing it in. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Tuesday, November 24 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Meet up to fill out the collaborative planning form for A.4.2. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Decide who will complete each task. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Tuesday, December 1 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Meet to review planning form (A.4.2, due December 4) before handing it in  ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">   <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Divide tasks <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">necessary to complete lesson plan (A.4.3) Caution: Dividing tasks can devolve into cooperation. Remember: The goal of this assignment is in depth co-planning. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Thursday, December 3 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Meet to share and compile tasks completed ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Discuss what still needs to be completed and divide work. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Hand in A.4.2 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Monday, December 7 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Complete a rough draft of the lesson plan and start editing. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Wednesday, December 9 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Meet to make any necessary changes to lesson plan. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Thursday, December 10 ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Hand in A.4.3 <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

Kellie, I looked at the rubric for 4.1 and noted the following items must be present for full credit. I’ve included my ideas. These are just ideas. We can work off of these or do something entirely different. Once we have our ideas, the assignment sheet says we need to put this into a scenario narrative or checklist. Carol

My ideas are in pink (Carol) I will record in blue (Kellie)

This is a thoughtful conversation. Thanks for letting me in on it. <span style="color: black; font-family: 'Arial','sans-serif';"> Motivation of collaborators The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: black; font-family: 'Arial','sans-serif';">Person who first approached the other partner <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">.- the classroom teacher approached the librarian asking for any help she can offer with the lesson/project <span style="color: #7030a0; font-family: 'Arial','sans-serif';">. Carol, in your experience, do you find that teachers come to you with a generalized request for help? In other words, do they come in and say " I have this project and I need something specific from you (the librarian) to help with it? If so, what is it generally? I get the impression that for many librarians it is a request to pull books on the topic to have available when the class gets to the library. **Yes! Many teachers do come to me with requests to pull books for a project. This is usually the time I offer to plan a lesson that coordinates with their project.** Great! So in our scenario the collaboration can begin with a simple request for books?   <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Yes, but the exchange will stop at resources (cooperation) unless the librarian is proactive in suggesting co-planning/co-teaching/co-assessment strategies that meet the teacher's needs. <span style="color: black; font-family: 'Arial','sans-serif';">Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">.- I was thinking that maybe the students are working on creating a project and need to do background research for it. What do you think? <span style="color: #000080; font-family: 'Arial','sans-serif';"> Sounds good. Most grade levels have a project that is required per year. The librarian could also help with introducing teachers/students to web 2.0 tools for presentation purposes. **I like your idea of introducing teachers/students to web 2.0 tools.** Now you will have to decide how to focus your 40-50 minute lesson.

v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  <span style="color: black; font-family: 'Arial','sans-serif';">Where (location within the school) the first collaborative conversation took place. <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">– If the classroom teacher approaches the librarian, should it take place in the library? <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;"> I think that it could take place pretty much anywhere. The library is a likely place but If collaboration isn't the norm at the school and the librarian is looking for opportunities to forge collaborative partnerships it could be as simple as a conversation in the lounge at lunch or it could be the librarian approaching a team of teachers because she knows that a project is upcoming and she sees ways to assist the team in a collaborative manner. **You're right, the conversation could take place any where! Most of my conversations take place in the hallways or main office while passing someone!**

<span style="color: black; font-family: 'Arial','sans-serif';">Instructional Goals and Standards The scenario includes: v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: black; font-family: 'Arial','sans-serif';">Grade level <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">. – maybe 5th grade? I think that 5th is a good choice. ** Great! Let's use 5th grade. ** v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: black; font-family: 'Arial','sans-serif';">Content area(s). <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">– social studies or science? Both have great applications for classroom/library collaborative opportunities. I'm partial to social studies, what do you think? ** Social studies is good with me too! ** v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: black; font-family: 'Arial','sans-serif';">Initial goal(s). <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">– to have students gather research needed to complete a project; teach students how to cite a sources? Would this be a place to pull in the research model from our last project? We used Big6, how about you? Do you have a research model that you use on your campus? **Oooh, I like this idea! Lets use the Big 6 model. We don't use a specific research model at my school...yet!** v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="color: black; font-family: 'Arial','sans-serif';">Initial objective(s). <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">- complete a KWL chart; find, evaluate, and select appropriate sources to answer questions; organize information gathered into appropriate project??? <span style="color: #000080; font-family: Arial,Helvetica,sans-serif;"> Sounds like a place to pull in state standards/AASL standards for the project we determine**. I agree! ** <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">
 * <span style="color: black; font-family: 'Arial','sans-serif';">Plus **<span style="color: black; font-family: 'Times New Roman','serif';">

> > One of the most important roles a principal plays is instructional leader. Many principals understand that fostering job-embedded professional development opportunities for teachers can make the greatest impact on their instructional reform efforts. Bravo to principals who encourage instructional partnerships! <span style="font-family: 'Arial','sans-serif';">
 * 1) <span style="font-family: 'Arial','sans-serif';">A schedule for future collaborative planning sessions: <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">How often do you think we need to meet? I usually only meet once, maybe twice with a teacher when planning a collaborative lesson. From what I hear, 1-2 times is the max. Seems like collaborative planning time is rare. Do you meet in person? Or do you utilize email? **We usually meet in person.**
 * 2) <span style="color: windowtext; font-family: 'Arial','sans-serif';">A planning form selected (provide a blank form as an attachment): use one from the text (Collaborative Strategies for Reading)? I like planning form 1C the best. Which one do you like? I'm not finding the form. What page is it on???  **I should have clarified...I meant one of the supplement forms Dr. M provides. Here is the link:** [|**http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm#1**]
 * 3) <span style="font-family: 'Arial','sans-serif';">Strengths brought to the partnership by Person A: <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">classroom teacher has the background knowledge of the social studies or science content wishing to be covered. The classroom teacher is in a better position to know specifics about students and their individual/corporate learning needs. She will also most likely have special education students mainstreamed into her classroom for social studies or science instruction and will have the specific IEP accomodations/modifications that must be afforded the student.
 * 4) <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Strengths brought to the partnership by Person B: <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">the librarian has the background knowledge of resources available and how to conduct research in the library media center. <span style="font-family: 'Arial','sans-serif';">
 * 5) <span style="color: windowtext; font-family: 'Arial','sans-serif';">How the administrator has been informed of the collaborative planning in process: <span style="color: #cc00ff; font-family: 'Arial','sans-serif';">personally invite administrators to planning sessions and to observe the lesson being taught, remind administrators of these via email. Does your administrator come to planning sessions? That doesn't generally happen in my region...I can see how it would be beneficial. **For the planning session I had recently with a colleague, one administrator kept circling watching what we were doing and the other administrator dropped by a few times to see what we were planning and asked how it was going. Neither one stayed for the entire planning session but knew it was taking place. I also invited the administrators to observ the actual lesson-one stopped in to observe.**