School+Library+Media+Center+Collaborative+Lesson+Planning+Sheet

Students will apply their knowledge of the inquiry process to explore and identify the relevance of the attributes of the seven wonders of the ancient world. They will then synthesize this information as they construct an eighth wonder. This topic gives students information on the ancient history, providing a window into different cultures and their influence on modern day society. We are asking the students to utilize the inquiry process in this lesson to further solidify problem solving skills which can be applied to every day problems while in school and later in adult life.
 * **Teacher/Topic:** B. Scherrer/K. Latson ||
 * **Dates/Times:** 2/28 6:30, 3/7 6:30, 3/14 6:30, Both working throughout the week and communicating via wiki discussion and email. ||
 * **1. Why are we asking students to engage in this learning experience? Goals/Standards**

= = = = =**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. || · 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, etc.
 * 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.**
 * **2. What do we want the students to learn? Performance Indicators/Learning Objectives**
 * 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. ||
 * **3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator**
 * 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. || Student learning will be assessed through use of rubrics and teacher and teacher-librarian observation and reflections. || Librarian Library resources (print, electronic, AV) for inquiry into the 7 ancient wonders of the world, smart board Bibliography maker website, bibliography graphic orgainizer
 * **4. How will they communicate what they learned? Learning Process/Products** learning process-Inquiry Learning Process/Products will be presented to the class and the teacher and the teacher librarian ||
 * **5. How will they/we assess their learning? Assessment Criteria/Tool(s)**
 * **6. What resources will the students/we need?**

Teacher · Video introduction of the Seven Wonders of the World and Alexander the Great,Graphic Organizers, Brainstorming sheets, Rubrics, Group Assignment Sheet listing the group members, pens, pencils, laptop computers, paper, highlighters 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 their Eighth Wonder. **An alternate activity to this would be to have the students write based on another student's creation.** ||
 * 7. Extension activity**