Collaboration+Planning+Form

Supplement 1C―Collaborative Planning Sheet, Sample 3 Shannon Dutton Teacher-Librarian Camille Pierce Third Grade Teacher Grade Level: 3rd Grade Subject Area: Science, Language Arts, Technology Lesson Topic: Frogs || This lesson will take place over the course of three 40 minute class sessions. In order to create this lesson to ensure student success we will follow the meeting schedule below. November 22 at 8 pm - Will meet and discuss what needs to take place next in assignment 4.1 November 25 at 8 pm - Will meet to discuss changes made to assignment 4.1 and finalize project November 29 at 8 pm - Will meet to finalize 4.1 and discuss planning of assignment 4.2 December 1 at 8 pm - Will meet to make final changes to 4.2 and begin planning assignment 4.3 December 4 at 8 pm - Will meet to discuss submission of 4.2 and continue assignment 4.3 December 7 at 8 pm - Will continue work on assignment 4.3 December 10 at 8pm - Will meet to discuss and final aspects of assignment 4.3 and submission of final project || Research skills should have been taught prior to this lesson. Teachers should have power point (PowerPoint) skills in order to introduce and guide students throughout the lesson process. || 1. The students will be able to interpret (application) text to gain new knowledge of frogs. 2. They will be able to apply (application) new learning with background knowledge about frogs. 3. They will be able to locate and report (comprehension) 5 facts about frogs. 4. They will create (synthesis) a PowerPoint presentation that justifies (evaluation) their findings. 5. They will rate and assess (evaluation) their presentations based on the rubric provided. ** || 1. First session - Create a BKWLQ chart before, during, and after the read aloud of __Frogs__ by Nic Bishop. Discuss new learning and brainstorm tools we could use to gain more information. If you are not building background, eliminate the B on the B-K-W-L-Q chart. If students are not following up with additional/new questions, eliminate the Q on the chart.
 * **Teacher/Topic:**
 * **Dates/Times:**
 * **Teacher/Student Prerequisite Skills:**
 * **Learning Objectives:
 * **Lesson Overview:**

2. Second session - Gather resources and begin to answer lingering questions from the previous sessions BKWLQ chart. Collect information, gather pictures, and organize new learning that is to be included in the power point.

3. Third session - Work in groups to create the power point presentation. Pull information together and compile the five frog facts they want to share. Include pictures from previous session.

Which lesson will you present for A.4.3? Please choose one in which the benefits of two educators coteaching is clear. || Students are being asked to engage in this learning experience so that they have the opportunity to contribute and apply their own experiences with those of others. This will allow them to build on their background knowledge and create a foundation for further exploration. They will be able to use research strategies to find and apply information from print and online resources. They will then use the information they have found to create a PowerPoint presentation that informs readers of what they have learned. They will conduct this activity in groups or two or three, which will require teamwork and collaboration.
 * **1. Why are we asking students to engage in this learning experience?**

How can you make this lesson relevant to students' lives? In the motivation section of this lesson, develop a strategy to hook students. Perhaps the PowerPoint presentation is the hook for this lesson. Can you make a connection between students' daily lives and a project such as this one?

Note: Where will they get images for the PPT, or will they be text only? Will you provide an example of an exemplary PPT? || TEKS You also need a reading comprehension standard related to using background knowledge.
 * **2. What do we want the students to learn? TEKS addressed:

(20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

(8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: (A) observe and describe the habitats of organisms within an ecosystem.

(9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: (A) observe and identify characteristics among species that allow each to survive and reproduce.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (C) use a variety of data types including text, graphics, digital audio, and video.

(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to: (B) use software features, such as slide show previews, to evaluate final product.

AASL ** Please consider this AASL indicator because it relates specifically to using background knowledge:
 * Use prior and background knowledge as context for new learning** . (1.1.2) **

(1) Inquiry, think critically, and gain knowledge. 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. (2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.5 -Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

(2) Draw conclusions, make informed decisions, apply knowledge to new situations, 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.

(3) Share knowledge and participate ethically and productively as members of our democratic society. 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) Share knowledge and participate ethically and productively as members of our democratic society. 3.4.3 - Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

If your rubric doesn't take students to this depth of groupwork, consider this indicator instead: Collaborate with others to broaden and deepen understanding. ** (1.1.9)

** || Students will be involved in listening, discussing, evaluating, and working in cooperative learning groups. The teacher-librarian will be responsible for reading the initial story to the students and for leading the discussion afterward. The teacher will be there during this time to monitor and add to the discussion. The teacher and the teacher-librarian will begin completing the BKWLQ chart with the students and then will allow time for the students to fill in their own questions and comments.
 * **3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator**

For me there is a missing lesson session. When will the students use other resources (besides Nic Bishop's book) to answer their questions? It looks like session #2 above. How and where will they access those resources? Who will teach or facilitate this piece?

The teacher and the teacher librarian will team teach the steps on how to construct a PowerPoint presentation. They are also responsible for providing student friendly objectives and a rubric that sets the expectations for the product. Both teachers will be responsible for monitoring the students work as they begin their projects and for answering questions that arise during the product process. || The notes that they compile as they listen and discuss the story, as well as their research will serve as the foundation piece of their product. They will use the BKWLQ chart for their notes and to organize their thoughts into key points that will be turned into slides in their powerpoint presentation. The presentation will be a combination of all of the facts they gathered along with their background knowledge. The process is one of collaboration, which will allow them opportunities to learn from one another and share in the research experience. ** || Students will be provided a rubric with clear expectations of what the product process and final piece should include. This will give them a clear picture of what they must create together to show their new learning and receive full points. This rubric will also be used by the teacher and teacher librarian when assessing their product. This will be discussed and explained before the product process, as well as modeled for them by the teacher and teacher librarian. The teacher and the teacher-librarian will assess the final products together to ensure continuity. Brava. ** || Students will need pencils, a BKWLQ chart for each student to allow for note taking and organization of thoughts, resources that provide information on frogs, computer access to powerpoint, and a rubric to evaluate their product. The teacher and teacher librarian will need an interactive whiteboard to demonstrate powerpoint, a copy of the BKWLQ chart to model it's use with students, pencils, a copy of __Frogs__ by Nic Bishop, copies of the rubric for each student, computer access for each group, and print and/or online resources for students to gain new knowledge on frogs. Who will be responsible for identifying/gathering the other print and online resources? ||
 * **4. How will they communicate what they learned? Learning Process/Products
 * **5. How will they/we assess their learning? Assessment Criteria/Tool(s)
 * **6. What resources will the students/we need?**

From J. Moreillon, //Collaborative Strategies for Teaching Reading Comprehension// (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.