Scenario+and+Collaborative+Planning

Scenario and Collaborative Planning

Our Scenario:

Ms. Burrell [2nd grade teacher]: In our second grade team meeting we were discusing what was happening in the next 9 weeks, and we decided to do a project on historical figures. I remembered that the at the last faculty meeting the librarian let everyone know that she would welcome the opportunity to work with all teachers, and she let us know that it would allow students to gain more from the experience. I knew I was going to need resources from the library, and I thought since she offered her services that I would see if she wanted to form a partnership for our social studies project.

Ms. Davidson [Librarian]: I spoke with the staff about the possibilities for classroom-library collaboration and encouraged them to accept the opportunity for a collaborative project. My goal is to support the learning that takes place in the classroom and enhance the possibilities for student growth through collaboration and team work. Ms. Burrell approached me about collaborating on a social studies project for her second graders which would incorporate reading skills they had been studying in class.

Communication:

Ms. Burrell's email to Ms. Davidson: So I just want to send you an email to let you know that my 2nd grade class is getting ready to do a Social Studies project for the next 9 weeks which will incorporate biographies and I would truly enjoy an opportunity to work with you and see how we can collaborate together and take this project to the next level. The focus of the project is making sure that students learn about historical figures and the time period that they lived in. So let me know what you think so that way we can setup a time that we can get together so we can plan some ideas.

Ms. Davidson's response to Ms. Burrell: I would love to collaborate with you on this project. I have some great ideas of how we can work together to introduce your students to biographies. What about using David Adler's picture book biographies? We have many of these in the library, and they are perfect for second graders! Let's meet next week during your conference time to plan.

Ms. Burrell's response to Ms. Davidson: I welcome the opportunity to meet on Tuesday 11/15/11 in the library. That way we can look at the resources you have available. My goal for the students is for them to go beyond just writing down the facts and I think by bringing in the strategy of questioning they would be able to ask questions that they would want to know about the different historical figures. So my goal is that they learn to go beyond surface questions and delve into more thought-provoking questions. Also I want them to be able to incorporate technology and in the process learn about different historical figures from the past that had an impact on their future. So let me know how we could discuss implementing the library resources with what we are doing in the classroom. Also we can work together to make the goals I have outlined into a reality. I look forward to our meeting. I was also thinking that at the next faculty meeting we can report about our collaboration with everyone. This would be a great way to showcase what the students accomplished. I think the campus would be interested in what is going on, especially the principal since we can show them how collaboration is a great way to foster team work.

Collaborative Planning Form 1B

Preparation

Teacher/Grade: Burrell/2 Davidson/Librarian

Dates/Times:

Date: December 7, 2011 Time: 10:00-10:45 in the School Library

Topic/Curriculum Standards:

Topic:

Reading Comprehension Strategy - Questioning Social Studies - Timelines and Historical Figures

Curriculum Standards: [Texas Essential Knowledge and Skills, Grade 2]

English/Language Arts 2.24 Students ask open-ended research questions an develop a plan for answering them. 2.14C Students are expected to describe the order of events or ideas in a text.

Social Studies 2.4 The student understands how historical figures, patriots, and good citizens help shape the community, state, and nation. 2.2 The student understands the concepts of time and chronology. The student is expected to: (A) describe the order of events by using designations of time periods such as historical and present times; (C) create and interpret timelines for events in the past and present.

AASL Standards: [Standards for the 21st Century Learner]

Standard 1: Inquire, think critically, and gain knowledge. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Performance Indicators/Learning Objectives:

AASL Performance Indicators: [Standards for the 21st Century Learner]

Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.3 Develop and refine a range of questions to frame the search for new understanding.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information.

Learning Objectives: After reading two books from the David Adler picture book biography series, students will be able to: ask relevant questions about a biographical text; organize relevant information in a timeline; retell a biographical story in order.

Evaluation Criteria/Tool(s):

After reading an Adler biography of their choosing, students will organize their information using a web-based timeline. The students will then summarize the biography orally using their timelines.

Students will self-assess using a rubric. The rubric will assess the student's ability to ask relevant questions, organize information in a timeline, summarize a story, and collaborate with peers. [The rubric will be developed by Jenny Davidson.]

The teacher and librarian will assess student work using the same rubric. We will reflect on the strengths and weaknesses of the lesson and identify areas for improvement in future collaborations.

Resources Required:

Literature: David Adler picture book biographies including: A Picture Book of John and Abigail Adams A Picture Book of Harriet Tubman A Picture Book of Rosa Parks A Picture Book of Amelia Earhart A Picture Book of George Washington A Picture Book of Martin Luther King, Jr. A Picture Book of Paul Revere

Technology Tools: The students will use Prezi.com to create a timeline to organize information they have read. This organizational tool will assist students in summarizing a biographical text. The students will use Wordle to brainstorm questions that they may have about their historical biographies before they read the books. Interactive White Board

Materials Required:

chart paper for brainstorming relevant questions flow map (graphic organizer) for note-taking [The graphic organizer will be developed by Chandra Burrell.]

Relevance: The students are able to understand how biographies help us to see the contributions of other people and how what they did impacted our lives in different ways. This allows them to see that everyone has a biography and within thier own class their are many unique people that have different stories to share. So biographies open the door to the class sharing about their own lives to students within the classroom. The students will be exposed to biographies of famous people that are well-documented to show the process of utilizing the strategy of questioning which will allow the students to then choose a person of interest they will research further.

Instructional Responsibilities: To introduce biographies and questioning, both the teacher and the librarian will model asking relevant questions. The librarian will read A Picture Book of George Washington to the class. As the librarian is reading, the teacher will make notes on a flow chart using pictures and/or words. During the reading, both the teacher and the librarian will ask additional questions about the reading. After reading, the teacher will demonstrate developing a timeline using Prezi. The teacher and the librarian will work with groups of students in developing their own timelines. The teacher and the librarian will monitor progress and evaluate student learning.

Implementation

Lesson Outline (indicating responsibilities of one or both educators):

Planning: all planning steps completed by November 19th

Purpose - Davidson Objectives - Davidson Resources, Materials, and Equipment - Burrell Collaboration - Davidson Assessment - Burrell Standards (from the TEKS or other state standards) - Davidson Information literacy (from the AASL Standards) - Davidson Educational technology - Burrell

Process: initial ideas (brainstorming) for each of the following completed by November 27th; final lesson plan completed by November 29th

Motivation - Burrell and Davidson Student-friendly Objectives - Burrell and Davidson Presentation - Burrell and Davidson Student Participation Procedures or Student Practice Procedures - Burrell and Davidson Guided Practice - Burrell and Davidson Closure - Burrell and Davidson Reflection - Burrell and Davidson Extensions - Burrell and Davidson