A3.3+Benchmarks+for+CLP

Benchmarks for Collaborative Lesson Plan
Collaborators: Alissa Dawe and Jacqueline Gurley

__**Scenario**__ At the monthly staff meeting in the library, the school librarian, Mrs. Dawe, briefly reminds teachers of the electronic database resources that they have available. She encourages teachers to utilize the electronic databases when performing research with their students. The librarian also mentions that she has recently learned of several Web 2.0 tools that could be used to produce student products, and she encourages anyone who is interested in collaborating on a project to visit with her further.

After the meeting, one brave fourth grade teacher, Ms. Gurley, approaches Mrs. Dawe and expresses her interest in collaborating on a science lesson. The teacher and the librarian decide to meet the next day after school in the library to discuss the idea in more detail.

The next day, Ms. Gurley arrives in the library after school. She explains to Mrs. Dawe that she wants to teach a lesson on animal camouflage, but she wants her fourth-graders to have a learning experience that will really keep them interested and excited about the topic. She fears that some of her students are bored with the same old lessons they have been doing and are losing their interest in science. She hopes the introduction of a Web 2.0 tool will keep them excited about the topic.

Ms. Gurley explains that her original goal was for her students to learn about animal camouflage, research a particular animal that uses camouflage to protect itself, and then create a poster showing and explaining the animal's use of camouflage. Mrs. Dawe and Ms. Gurley discuss the goals and determine that the learning objectives are for the students to understand animal camouflage, identify animals that use camouflage, record information as notes, and create a product that explains how a particular animal uses camouflage for protection.

The librarian also explains that, through collaboration and technology, they could make this lesson really stand out. She explains that they could create a prezi or animoto video to introduce the students to the idea of animal camouflage, students could research animals that use camouflage on the electronic databases, and then students could create a digital poster of a particular animal on glogster.com.

Excited about the prospect of making this a meaningful and interesting learning experience for the students, Mrs. Dawe and Ms. Gurley agree to collaborate on this lesson!

Brava for this plausible and BRILLIANT scenario. Mrs. Dawe extended the invitation; Mrs. Gurley responded. What might Mrs. Dawe have done had there been no "brave" teacher to respond?

__**Collaborative Lesson Plan**__

Ms. Gurley - 4th Grade Mrs. Dawe - Librarian
 * ** Preparation ** || ** Implementation ** ||
 * __Teacher/Grade: __

__Dates/Times: __
 * December 2nd - 3:30
 * December 3rd - 1:15 (Teacher and Librarian Conference Time)
 * December 6th - 3:30

__Topic/Curriculum Standards: __ (8) Science Concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) identify characteristics that allow members within a species to survive and reproduce; (B) compare adaptive characteristics of various species
 * Science TEKS **

(11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in text in ways that maintain meaning; (D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.
 * ELA TEKS - Reading/Comprehension **

__<span style="font-family: Arial,Helvetica,sans-serif;">Performance Indicators/Learning Objectives: (AASL) __ <span style="font-family: Arial,Helvetica,sans-serif;">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. 1.1.4 Find, evaluate, and select appropriate sources to answer questions.

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.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills. 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.

__<span style="font-family: Arial,Helvetica,sans-serif;">Evaluation Criteria/Tool(s): __
 * <span style="font-family: Arial,Helvetica,sans-serif;">Student Self-Assess Rubric - [[file:Student Self Assessment.doc]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Librarian/Teacher Rubric to Assess Students' work

__<span style="font-family: Arial,Helvetica,sans-serif;">Technology Tool(s) Integration: __ <span style="font-family: Arial,Helvetica,sans-serif;">Librarian and Teacher will create a prezi or animoto to introduce the objectives of lesson and catch their attention. Students will use electronic databases to research their animal and then use Glogster to create a virtual poster. __<span style="font-family: Arial,Helvetica,sans-serif;">Materials Required: __ >
 * <span style="font-family: Arial,Helvetica,sans-serif;">Animoto/Prezi
 * <span style="font-family: Arial,Helvetica,sans-serif;">Electronic Databases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Glogster
 * <span style="font-family: Arial,Helvetica,sans-serif;">Graphic Organizer - [[file:Graphic Organizer.doc]]Y <span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">our graphic organizer is a category matrix. Consider setting it up in landscape layout in order to give students more space to record information.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Notetaking Materials
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Activeboard

__Relevance:__
 * Students will learn to use a Web 2.0 tool that can be utilized in the future.
 * Students will learn how to use electronic databases to gather meaningful information.
 * Students will be able to analyze informational text.
 * Students will be able to relate animal survival to human survival.

Along with the technology, the last example of relevance seems especially important from a motivational point of view. How will you use these ideas in your lesson motivation? || Lesson Outline (indicating responsibilities of one or both educators): __** PRIOR to LESSON - **__ __** Responsibilties of BOTH Librarian and Teacher: **__
 * Review Curriculum Standards/AASLs and Objectives for lesson.
 * Create an introductory animoto/prezi.
 * Create rubrics for students self-assessment AND Librarian/Teacher Assessment
 * Set up schedule for lesson to follow
 * Create lesson
 * Decide on or create their own type of Graphic Organizer
 * Decide on locations, times, and dates for the lesson.

__** Responsibilities of Teacher: **__ __** DURING Lesson - **__ __** Responsibilities of BOTH Librarian and Teacher: **__ __** Responsibilities of Teacher: **__ __﻿____** Responsibilities of Librarian: **__ __** AFTER Lesson - **__ __** Responsibilities of BOTH Librarian and Teacher: **__
 * Provide Librarian with information about students' individual needs/modifications (if any)
 * Review library rules with students
 * __ Responsibilities of Librarian: __**
 * Check to make sure that all computers can access Glogster.com and the electronic databases
 * Print out the user names and passwords needed to access Glogster.com and the electronic databases
 * Intro Lesson orally
 * Intro Lesson with animoto/prezi
 * Moniter students while they research their topic
 * Review students' graphic organizers BEFORE they begin their Glog
 * Moniter students while they create their Glog
 * Close lesson
 * Explain overall objectives
 * Explain Graphic Organizer use
 * Provide extra ideas for GT students or students already complete to research and add to their Glog
 * Explain self-assessment tool
 * Demonstrate/Model proper use of electronic databases
 * Demonstrate/Model how to create a Glog
 * Review copyright laws
 * One on One/Small Group RE - direction and modeling for struggling students
 * Review students' self-assessments
 * Assess students' work
 * Assess lesson Positives/Negatives
 * Assess personal performances
 * Provide feedback to Principal on how the lesson went

__** Responsibilities of Teacher: **__
 * Reinforce students with positive feedback of lesson
 * Promote success of collaboration with Librarian to fellow colleagues

__**Responsibilities of Librarian**__:
 * Publish Glogs to school website
 * Show Glogs to other students on campus ||