Collaborative+LP

​ Comprehensive Collaborative Lesson Plan Page

Collaborators: Carol Kolenet and Kellie Latson

Instructional Level: 5th Grade Social Studies

Scenario Page: Collaborative LP Scenario 4.1  

Lesson Planning Form Page: Collaborative Planning Form 4.2 Brainstorming Page: Notes for Module 4

Template for Collaborative Lesson Plan – A. 4.3 Follow this lesson plan template. Keep the template text in red font. Add your information in black font.

Planning  * Reading Comprehension Strategy  Questioning

*Reading Development Level  Advancing; grade 5

* Instructional Strategies  summarizing and note taking; questions, cues, and advance organizers

* Lesson Length  Two 50 minute sessions  <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Purpose <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students have many opportunities in their daily life to ask questions about things that are relevant to them. For instance, they may choose to spend their allowance on the purchase of a new mp3 player. What things do they know about mps players? What things do they want to know about different mp3 player brands? Utilizing different sources to obtain information and evaluating the information that they gather can help them with their decision. The purpose of this lesson is to search for answers to questions posed by students on westward expansion, specifically why people moved west. Understanding these reasons will help shape students understanding of how our country was formed.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Objectives <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The student will be able to: 1. Complete a KWL chart on the subject of why people moved west <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(with a focus on asking questions) Remember the KWL has background knowledge and synthesizing potential uses as well. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 2. Find and evaluate three appropriate resources found in the library to answer their questions. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">3. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">Synthesize <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">information learned into a newspaper clipping. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Resources, Materials, and Equipment Children’s Literature <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> //Pappy's Handkerchief// by Devin Scillian illustrated by Chris Ellison <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Websites <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The Oregon Trail Archive [|The Oregon Trail Archive] Westward Expansion Pathfinder [|Westward Expansion Pathfinder] Westward Expansion [|Westward Expansion] Go West Across America with Lewis and Clark [] <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Newspaper Clipping Generator []

Graphic Organizers <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">KWL chart <span style="color: #800080; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I am unclear if students will actually use the Q on this chart. You should remove it if not. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Notemaking graphic organizer <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Your notemaking graphic organizer focuses on print material but students must have at least one online resource. If students are using Web sites, how will they know what to record in order to cite those sources? One way to address this is to use the reverse side of the organizer to give prompts for Web site information. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Rubric (created by the librarian and teacher) <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Unless you assign this as homework, my guess is that if you want students to find information in three or more sources researching will take at least two days in the library.

Materials <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> previously constructed student journals used in social studies class for inquiry pencils, highlighters

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Equipment <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> computers with access to library resources and internet interactive white board <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Collaboration <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Each educator will work with half the class during portions of this lesson. The librarian will address the entire class before students begin researching information. For parts of this lesson, students will work in pairs to form questions and research information with both educators monitoring. Students will return to their groups for closure and reflection. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Assessment <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Both educators monitor student progress. Students and educators will use the rubric to assess KWL charts and notemaking organizers for completeness. Both educators will observe student researching and prompt/assist when necessary. Both educators will use the rubric to assess student-created newspaper clippings.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Standards Reading and/or writing <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8). <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Listening and speaking <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> (A) use his/her own knowledge and experience to comprehend (4-8); (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Other content areas <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(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; Information literacy 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.

Educational technology TEKS §126.3. Technology Applications, Grades 3-5. (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (C) determine the usefulness and appropriateness of digital information. Implementation <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Process <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Day 1: Motivation <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Activate Prior Knowledge/Cues and Questions: Think about a time when you might have moved from one house to another or one city to another. Why did your family move? (Record responses on the <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">interactive <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> whiteboard.) How did you get there? If you have never moved, have you ever had a desire to do so? <span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Today most of the places where we live are settled with neighborhoods, stores, hospitals and schools. We are going to read a story about a young man whose family moves a very long way in the year 1899.

Brava for involving students' personal experiences in the motivation for this lesson. Your concept for engaging them will put them in the mindset for achieving the objectives you have set out for this lesson.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student-friendly Objectives <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 1. Ask questions about why people moved west and record them on your KWL Chart. 2. Use the library to find three sources of information to answer your questions <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">, one source must be found online. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 3. Use the notemaking graphic organizer to record information as notes and bibliographic information of resources.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Presentation <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> After dividing the class in half, each educator will show students the cover of //Pappy's Handkerchief//. What do you suppose the character on the cover is doing? What are some questions that you have about this book based on the cover? Record questions on the <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;">interactive <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> whiteboard. Read the story to the students. While reading, ask questions to check student comprehension of terms used in the story and plot. <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(For the questioning strategy, the focus is on asking rather than answering questions. To teach this strategy, the students/readers must be asking questions of the text - rather than the teacher asking questions of the students. Please review Chapter 5 in CS4TRC.) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> After reading the story, each educator will model how to complete a KWL chart for students. Students will finish filling in the "What I know" and "What I Wonder About" columns of the chart with a partner. After students have filled out the "What I know" and "What I Wonder About" columns, all students will return to a whole group setting so the librarian can remind students of the different resources available in the library and of their location, both in print and online. In this group setting, both educators will model how to complete the notemaking organizer through use of the interactive white board and think aloud technique. <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">This is actually part of the Guided Practice - This is what students will do while the educators monitor their work. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> After learning how to complete the notemaking organizer, student pairs set out researching to answers the questions they posed on their KWL chart. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">While researching, students will record information as notes on the notemaking organizer, also noting the bibliographic information of the sources being use.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student Practice Procedures <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 1. Take turns writing previous knowledge about Westward Movement on KWL chart. 2. Pose questions about the Westward Movement on KWL chart. 3. Determine best resources to answer questions. 4. Record answers as notes and bibliographic information on notemaking organizer. 5. Complete "What I learned" column on KWL chart.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Guided Practice <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Educators will monitor students' ability to create questions for KWL chart. Educators will assist students who have a difficult time with posing questions, prompting them when necessary. Once students have completed the "What I know" and "What I wonder about" portions of the KWL chart, educators will monitor students in the researching process, assisting when necessary.

Reflection - missing here. There should be a brief reflection at the end of each lesson. For Day One, it should definitely be related to asking questions.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Closure <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> For the final portion <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> of the lesson, students will return to their group and share information that they have found to answer their questions. Have students share additional questions that they now have and want to have answered. Educators will record these questions for future inquiry. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Day 2: <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Motivation <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> - <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">This is excellent motivation and a great way to connect the content with the process and the final product. Brava! <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> What are some of the ways that we learn about current events today? (record responses on the interactive white board) In Pappy's Handkerchief, how did Mose's family learn about the free land being given away? (record responses on the interactive whiteboard) Why do you think that newspapers were important in 1899? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Student Friendly Objectives: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Students will work in pairs to to write a short article using three facts that they learned from the previous session. Students will record their story using the newspaper clipping generator.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Presentation: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> After the teacher has done the motivation with the whole class the librarian will use the interactive white board to model use of the Newspaper Clipping Generator for the class. Students will be paired again to utilize their notemaking organizers to write an article about why people moved west. Students will use the Newspaper Clipping Generator to produce a clipping. Each educator will support half of the class for this activity. (Sample newspaper clipping to be used with lesson found in Notes for Module 4) Hurray for making a sample for students. I think you might want to stress the importance of the date on the newspaper clipping. You could edit the date on your sample to reflect an article written in 1899.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student Participation Procedures: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> The students will work in pairs to summarize information collected in the previous session. They will then use the Newspaper Clipping Generator to create a presentation of their article.

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Closure: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Students will present their articles to their group. The educators will facilitate the presentations and ask questions to assess for understanding. (To save time and increase interactivity, this could be accomplished in half-class groups.)

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Reflection <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> - <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Since questioning is an important objective in this lesson, the reflection should also include something about how asking questions helped them comprehend the texts. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Which sources helped you to find the information that you were looking for? Did the notemaking organizer help you to record information in an organized way? Did you and your partner use the rubric to review your work? Also, in a post lesson reflection <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> both educators will discuss with each other: What worked?; What didn’t work? Recommendations to improve next collaborative lesson; Did students seem to enjoy the lesson? Did students seem enthusiastic about the information they obtained from the lesson?

Extensions After completing this lesson, each student will be given a white handkerchief to use as a background for an illustration of something they discovered while researching why people moved west. These handkerchiefs will be joined together by the teacher and displayed as a quilt for others to see. Students will draw pictures with pencil and use fabric paint to fill in color.

This is lovely. I wonder if they could also do this digitally. Just a thought... <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.