Collaborative_Lesson_Plan

A.3.2 and A.3.3: Comprehensive Collaborative Lesson Plan Page
Dr. M.
 * Collaborators:** Nancy Davis and Shelly Paschal


 * Instructional Level:** Advanced


 * Link to Lesson Plan Deconstruction Page**

Post your scenario here. **Complete the additional questions on the actual A.3.2 Rubric before you submit it.** Shelly, a new librarian, was sitting in on a Professional Learning Community, PLC, meeting of fourth grade ELA-R teachers in the library. She was sitting in because as a new librarian, she wanted to get an idea of what types of learning went on in the classroom and to figure out how she could initiate collaboration in this school. Nancy, one of the teachers began talking about sensory images as a reading comprehension strategy. Since Shelly had some great ideas on this subject, she approached Nancy about joining her in her office after the meeting. Shelly and Nancy agreed that the fourth graders were having some difficulty with reading comprehension, and it was decided that one of the skills that needed to be taught was using sensory images. The initial goal for their students was to improve their reading comprehension and prepare them for the upcoming STAAR test. Both educators felt like strengthening this reading strategy would benefit the students for the test. Brava to this proactive new librarian. It was decided that at the end of this series of lessons, students will be able to identify and record the senses used by the characters from a fictional text read in class, synthesize information in order to compose a descriptive paragraph that uses sensory imagery and figurative language, go through the inquiry process to research favorite food that answers their driving questions, create a student-choice presentation persuading the cafeteria manager to add this food on the menu, and self-assess their project using a rubric. Hurray for the authentic audience. It would be especially great it the cafeteria manager and food workers were excited to participate. Supplement 1C―Collaborative Planning Sheet, Sample 3
 * Scenario Page and** **Collaborative Planning Form Page (A.3.3 - Benchmark) -** See Collaborative Planning Forms on the LS5443 Course Wiki.
 * Use the A.3.3 Rubric to organize your scenario.**
 * CATEGORY || 10 || 8 || 4 || 0 ||
 * **Motivation of Collaborators** || The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: * Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario. || Two of these are missing from the scenario. || All three of these are missing from the scenario. ||
 * **Instructional Goals** **and Standards** || The scenario includes: * Grade level. * Content area(s). * Initial goal(s). * Initial objective(s). || One of these is missing from the scenario. || Two of these are missing from the scenario. || Three or more of these are missing from the scenario. ||
 * Fill in the collaborative planning form here.**


 * **Teacher/Topic:** Mrs. Davis/ Mrs. Paschal - Sensory Images – Reading Comprehension Strategy ||
 * **Dates/Times:** Jan. 20th 11:10 - 12:00 ||
 * **1. Why are we asking students to engage in this learning experience? Goals/Standards**

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In order for students to become life long readers, students need to be good readers. All good readers picture what they read in their heads. Some students that struggle with this strategy are the ones that need to be taught how to use sensory images. Students want to become better learners and better readers; this lesson will help them become more successful in reading comprehension. The extension portion of the lesson, will give the students experience with technology and Web 2.0 tools which they might otherwise not have exposure to. With the rise in the use of technology, these skills are vital for the 21st century learner not only in the world of academics, but also after their academia experiences.=====

Standards for the 21st Century Learner Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning. 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. 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 it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Standard 4: Pursue personal and aesthetic growth. 4.1 Skills. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

§110.15. English Language Arts and Reading, Grade 4 (b) Knowledge and skills. (8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery. (17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. || After reading //The Popcorn Book// by Tomie dePaola, students will be able to For extension: Both educators will have the responsibility with the resources. Shelly will have the technology ready when it’s time to be used and Nancy will have the classroom supplies ready. She will have the graphic organizers and rubrics copied and ready for students use. The rubric will be created by both Nancy and Shelly. Shelly will be responsible with bringing the literature from the library that will be shared with the class. - Brava for a high level of shared responsibility!
 * **2. What do we want the students to learn? Performance Indicators/Learning Objectives**
 * 1) Locate and record the sensory images used by the characters.
 * 2) Using a graphic organizer d escribe and record the senses they experienced during the popcorn activity.
 * 3) Work cooperatively in a group to compose a descriptive paragraph describing the popcorn that utilizes all the senses.
 * 4) Self-assess their descriptive paragraphs using a rubric.
 * 1) Work cooperatively to answer driving questions through inquiry.
 * 2) Create a persuasive presentation utilizing sensory images to persuade the cafeteria manager to add their food to the school menu.
 * 3) Self-assess the presentation using a rubric.
 * 4) Share presentations with an audience. ||
 * **3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator**
 * 1) Experiencing sensory images through a song - Nancy, Shelly monitors (Is there a way for Shelly to be more active? Are their hand or body movements that could accompany this song?)
 * 2) Experiencing sensory images through literature - Shelly and Nancy will be co teaching the lesson. Both educators will have an active role with reading the book, actively teaching, monitoring, modeling, and assessing.
 * 3) Working cooperatively - Both educators monitor and give feedback
 * 4) Self Assessment - Both educators monitor and give feedback

For the extension activity, both educators will be playing an active role in co-planning, co-modeling, co-teaching and co-monitoring. || Excellent. || Excellent. || Tomie dePaola, recording of "Popcorn" by Hot Butter, graphic organizers for the students, copies of the paragraph rubric for each student and the teachers, notebook paper and pencils, popcorn machine, oil, and popcorn,
 * **4. How will they communicate what they learned? Learning Process/Products.** To communicate what they have learned, the students will use a graphic organizer to record the sensory images from the book, witnessing popcorn popping and eating popcorn. After the popcorn activity, students will write a paragraph describing the popcorn utilizing all aspects of their senses. For the extension, students will collaborate using Popplet and produce presentations using web 2.0 tools which reflect their inquiry process about their favorite foods while persuading the cafeteria manager to include it on the school menu.
 * 5. **How will they/we assess their learning?** The students will have a graphic organizer to record sensory details from a fictional text and will use the same graphic organizer to add their own sensory details from the popcorn activity they will experience. **Assessment Criteria/Tool(s)** Students will self-assess their descriptive paragraphs using a rubric; educators will use this same rubric to assess the students' writings. Educators will also evaluate the graphic organizers for completeness. Extension lesson: Students will self assess their project with a checklist and a rubric. Educators will assess the checklist for the required criteria and use the same rubric as the students to assess their final project.
 * 6. **What resources will the students/we need?** We will need a CD player or computer with a CD drive, copies of //Popcorn// by

Extension activity: Laptops/Ipads, checklist, presentation rubric. || From J. Moreillon, //Collaborative Strategies for Teaching Reading Comprehension// (Chicago: ALA Editions, 2007). Licensed underthe Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.

Lesson Plan Template Page **(A.3.3 - Collaborative Lesson Plan)** Other possible pages:
 * General Brainstorming Page
 * Resources Page
 * Graphic Organizer Page
 * Rubric Page