School+Library+Media+Center+Collaborative+Lesson+Plan

[|Collaborative Resources]

[|7 Wonders Information]

[|7 Wonders Rsource List]


 * Title:** Wonders of the ancient world [videorecording] / ZDF ; DW.
 * Publisher:** Schlessinger Media, p2005, c2003
 * ISBN-13:** 978-1-41710-526-7

Teacher and Librarian Collaborative Lesson Plan


 * < ** Teacher: Bridget Scherrer **


 * Librarian: Kellie Latson **


 * Lesson Topic: Seven Wonders of the Ancient World **

February (2 days) March (2 days) November (2 days) December (1 day)
 * Subject Area: GT Humanities-Sixth Grade ** ||< ** Date(s) that students will go to the library: January ** (4 days)

Knowledge _X __ Comprehension _X __ Application _X __ Analysis _X __ Synthesis _X __ Evaluation _X __ || · Introduce the project overview · Ensure students have a graphic organizer to list the Seven Wonders of the Ancient World as they also study Alexander the Great · Show a video with a brief overview/introduction that covers the Seven Wonders of the Ancient World and make sure the students have a brainstorming sheet to jot notes down as they watch the video. · Break the students up into groups for the first part of the lesson · Explain the second part of the lesson is done independently · Direct the groups to study one of the Seven Wonders of the World through the Inquiry Learning Process that the students utilized earlier in the school year as they take notes and prepare a presentation format. -Make sure the students have a note-making graphic organizer. · Pass Out the Rubric for the group for part one · Introduce part two of the project to the students in which students will independently prepare or create their own Eight Wonder of the World and present it to the class · Introduce Rubric for part Two of the project-done independently -Explain the Reflection Process ||< =Librarian Duties= Introduce students to library resources that will help support their research: Books, articles, Pathfinders, Bibliography maker etc.
 * Period: Fourth and Sixth Period Classes ** ||
 * <  ||< =Bloom’s Taxonomy in lesson:=
 * < ** Teacher Duties: **

Secure Video for introduction of the Seven Wonders of the Ancient World and load it into the media retrieval system.

Review Inquiry steps with the class

Work with the teacher to model the steps for the students

Introduce students to Web 2.0 tools that may be used for their project (Animoto, Voicethread, Bubble.us etc.)

Work with student groups to facillitate research through use of the graphic organizer/note-making organizer and library resources.

Co plan with teacher to construct rubrics and graphic organizers for this lesson.

Prepare a student survey that the students will complete when they finish their projects/presentations. ||
 * < =Standards:=

§110.17. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Middle School, Beginning with School Year 2009-2010
 * Texas **** Essential Knowledge and Skills (TEKS): **


 * 3: ** (C) compare and contrast the historical and cultural settings of two literary works.

(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic. 12: A (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and // (B) //interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams//. //

(B) differentiate between primary and secondary sources; (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes; (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and 25: (A) compiles important information from multiple sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; (C) presents the findings in a consistent format; and (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited). 26: (A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective; (B) follow and give oral instructions that include multiple action steps; and (C) paraphrase the major ideas and supporting evidence in formal and informal presentations. (27) 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 an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively. (28) 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 in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. || §126.12. Technology Applications (Computer Literacy), Grades 6-8. 4: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. 6: (C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information. 9: (B) resolve information conflicts and validate information through research and comparison of data. 10: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
 * 23**: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;

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 in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.3 Demonstrate creativity by using multiple resources and formats. 2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understanding, draw conclusions, and create new knowledge. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.4.2 Assess the quality and effectiveness of the learning product.
 * A.A.S.L. Standards for the 21st Century Learner **
 * 1. Inquire, think critically, and gain knowledge.**
 * 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**
 * 3. Share knowledge and participate ethically and productively as members of our democratic society.**







· Teach students to analyze, make inferences and draw conclusions about the author's purpose in cultural and historical writings · Teach students to learn about the Seven Wonders of the Ancient World and their relevance · Teach students to work productively with other in teams · Student synthesis in the culminating project done independently- creating their own Eight Wonder of the World as they reflect on it’s relevance. ||< **ACTIVITIES/MATERIALS** The librarian will load the video into the media retrieval system. The students, teacher, and school librarian will view the brief/introductory video over the Seven Wonders of the Ancient World and Alexander the Great to serve as a sponge activity to capture the students interests. The students will have a brainstorming sheet with the Seven Wonders of the World on it so that they can jot down notes, thoughts, responses, etc. while they view the video. After the conclusion of the video, the teacher, the students, and the teacher-librarian will discuss what the students have listed on their brainstorming sheets and the students can write down any additional thoughts that they may have while they participate in this discussion. The teacher will explain to the students that we will be studying the Seven Wonders of the Ancient World and Alexander the Great utilizing the Inquiry Learning Process that we utilized earlier in the school year. At that time, the school librarian will give the students a brief overview of the Inquiry Learning System and it's steps. The teacher will pass out a rubric for part one of the lesson to all of the students. The teacher, students, and the school librarians will go over the rubric for part one and the students will be assigned to groups as the teacher explains that part one is a group project. Once the students are broken up into groups, each group will draw one name with one of the Seven Wonders of the Ancient World on it from the class box and that will be that group's Wonder to research for part one. The librarian will work with the student groups in the library to introduce them to the organizer where they will record bibliographic information. She will also work with students to identify and locate different kinds of sources for their project topic. Both the teacher and librarian will monitor student progress on locating and recording information while in the library. Once students have completed their search for information, the librarian will use the smart board to introduce and model the use of the bibliography maker and several web 2.0 tools that may be incorporated into their group presentation. Students will then collaborate in their groups to plan a presentation on their topic to be presented to the class. After students have had time to construct their presentations, they will present their findings to the rest of the class. Students will be encouraged to ask questions of the groups and the teacher and librarian will facilitate the questioning. Students will then self assess their presentations through the use of a rubric. groups will also reflect on what they learned and list at least one question that they would like to research further. The teacher will then pass out the rubric for the second independent project in which students will synthesize information that they have learned about the seven ancient wonders of the world to construct an eighth wonder of the world. After the students have completed part one and part two of the project, they will be asked to participate in a survey and write a reflection about their group participation and the project-part one and part two of the project. The teacher and the teacher librarian will look at the results of the survey to see if any areas need to be retaught and or discussed. Students will use their information to develop an eighth wonder and construct a product to present to the class. Both the teacher and librarian will assess the student projects. Once completed and graded, projects will be displayed in the library for others to view. Students will be encouraged to participate in an extension of their individual project by writing a narrative in which they are Alexander the Great and are exploring the new eighth wonder of the world. These narratives will be collected and bound into a book for other students to read. At the completion of this unit, the teacher and librarian will meet to assess and reflect on this unit. They will identify what went well in the planning and implementation of this unit and look for ways to improve upon the process.
 * < =Focus:=

Librarian: Teach students how to use the bibliography graphic organizer to collect source information to include in citations. Teach students how to use the bibliography maker. Teach students how to use web 2.0 tools for presentations. Materials needed will include bibliography graphic organizer, computer access, smart board, pens, pencils, highlighters.

Teacher: Graphic Organizers, Brainstorming sheets, Rubrics, Group Assignment Sheet listing the group members, pens, pencils, laptop computers, paper, highlighters || Inquiry Learning Process Step One: Questioning Step Two: Planning Step Three: Collecting and Crediting Step Four: Organizing Step Five: Synthesizing Step Six: Communication


 * < =Rubric=

· Sources –50 points · Graphic Organizers—100 points · Inquiry Learning Process notes—50 points · Inquiry Learning Process Presentations-150 points · Eight Wonder of the World Product and Presentation-100 points · Student Reflections 50 points || · Complete Graphic Organizer · Complete notes and presentation results gleaned from the Inquiry learning Process · Create and Present their Eight Wonder of the World ||< =Bloom’s Taxonomy in assessment:= Knowledge __X___ __ Comprehension __X_ Application __X__ Analysis __X__ Synthesis __X__ Evaluation __X__ || Students will need to allow an adequate amount of time at home to work independently on their Eight Wonder of the World project/product. || After students complete their Eighth Wonder of the Ancient World project, have them complete a creative writing assignment in which they are Alexander the Great and are exploring this Eighth Wonder.** || Librarian Smart Board, computer with internet access,
 * < ** Assessment: **
 * < ==Homework==
 * < ==**Re-teach: After the students have completed their projects and presentations, the teacher and the school librarian will look at the results of the student surveys and consider their teacher and school librarian observations and address any areas that need to be revisited through re-teaching.**==
 * Extension:
 * < ==Technology/Materials==

Teacher laptops || Adjust project schedule as needed depending upon the needs of the students. || After the students complete the project and present their presentations, the students will be asked to take a project survey to evaluate the project. The teacher and the school librarian will look over the results of the student survey and decide if there are any areas that need to be changed and consider areas that may need to be addressed through re-teaching. ||
 * < ==Modifications:==
 * < ==De-briefing:==