Collaborative+Planning+Form

**Teacher: __Susan Norman__ Librarian: __Mandy Dempsey__ Date:** 11/09 __**Subject Area:**__ Language Arts and Social Studies Standard One: Inquire, think critically, and gain knowledge Standard Two: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge AASL Strands: Strand One: Skills Strand Two: Dispositions Strand Four: Self-Assessment Strategies AASL Indicators: (Skills): 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. 1.1.2 Use prior and background knowledge  as context for new learning. 1.1.9 Collaborate with others to broaden and deepen understanding. (Dispositions in Action): 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. How will you assess this?  (Responsibilities): 1.3.4 Contribute to the exchange of ideas within the learning community
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 * TLC Planning Worksheet **
 * (Teacher and Librarian Collaboration) **
 * __Unit of Study:__** Pilgrims
 * __AASL Standards Addressed:__**

 || We want the students to be able to connect their lives with those of Pilgrim children to truly grasp the history of those who came before us. If they can understand the similarities and differences between themselves and children who lived four hundred years ago, they will be able to better understand and remember American history. Okay, I agree that you are making a strong academic rationale for the relevance of this lesson. What about relevance to students' daily (outside-of-school) lives? How does the process of comparing and contrasting help them understand an aspect of their lives? This can be part of the motivation/introductory component of your lesson. || Social Studies: TSW analyze information by comparing, contrasting. Reading: TSW support responses by referring to relevant aspects of text and his/her own experiences. || Social Studies TEKS**: 22 (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting , finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 11 (C) support responses by referring to relevant aspects of text and his/her own experiences ( 4-8); prior or background knowledge (text-to-self connections - Hurray the TEKS come through!) || Students will compare/contrast their lives to those of a pilgrim boy or pilgrim girl using a Venn diagram graphic organizer. Also, the students will then visit the district's Outdoor Learning Center for their fourth grade field trip, and visit a school house replica of one actually built by early pioneers. They will experience writing on slates with chalk (chalk much different from what we use now), as well as writing with quill pens, and see items like those presented in the books about Sarah Morton and Samuel Eaton, such as a butter churn, etc. ||  <span style="font-family: 'Times New Roman','serif';">**Learning Experiences: Introductory Activities:** Working with the entire class, the librarian will play audio of "pilgrim talk" found as a link of the <span style="color: #ff0000; font-family: 'Times New Roman','serif';"> pilgrim pathfinder. <span style="font-family: 'Times New Roman','serif';"> Ask students what these "common" sayings mean. Share the two anchor books and read the titles, authors, and illustrator's names. What do students <span style="color: #ff0000; font-family: 'Times New Roman','serif';">already know <span style="font-family: 'Times New Roman','serif';">about pilgrims? Think-pair-share in groups of four. Librarian asks for responses orally while teacher records responses on SMART board. Use the pilgrim pathfinder to show students images of everyday pilgrim life. Effective use of two educators || Guided Practice: As a class, students will listen to the following books read aloud: Sarah Morton's Day, a Day in the Life of a Pilgrim Girl, and Samuel Eaton's Day, The Day in the Life of a Pilgrim Boy. Using a Venn Diagram, on a SMART board, as a class, the students will find similarities and differences between what life was like for a pilgrim girl versus how it was like for a pilgrim boy. || Your rubric looks good to me - but I don't know what TSW means! || Books: Sarah Morton's Day, a Day in the Life of a Pilgrim Girl, and Samuel Eaton's Day, The Day in the Life of a Pilgrim Boy, both by Kate Waters; SMART Board/projector/laptop, pilgrim pathfinder, rubric, librarian, classroom teacher, computer for each student to complete a webspiration VENN diagram for student independent work. || Classroom teacher will coteach introductory activity with librarian. Then, she will read both books (Sarah Morton's Day, a Day in the Life of a Pilgrim Girl and Samuel Eaton's Day, The Day in the Life of a Pilgrim Boy) to one half of the class. Then the group will compare/contrast the day of a pilgrim girl and the day of a pilgrim boy while teacher records students' responses on the Venn diagram displayed on SMART board. Then students will find similarities and differences between themselves and either a pilgrim boy or girl (student's choice) and record similarities and differences on Venn diagram while teacher monitors and provides assistance as needed. Before they begin the independent work, the teacher shares rubric that students must complete to self-evaluate, and passes out the hard copies to the students. The teacher will work with the librarian to create the actual assessment rubric; the teacher will assess the students' Venn diagrams using the same rubric students used for self-assessment. Is there a reason why the librarian is not sharing responsibility for assessing students' Venn diagrams? || **<span style="font-family: 'Times New Roman','serif';">Librarian ** The librarian will provide both books and create the pilgrim pathfinder. (Sharing the pathfinder with the classroom teacher and asking for her additions to it can strengthen the partnership.) She will coteach introductory activity with the teacher. Then she will read both books, (Sarah Morton's Day, a Day in the Life of a Pilgrim Girl and Samuel Eaton's Day, The Day in the Life of a Pilgrim Boy) to one half of the class. Then the group will compare/contrast the day of a pilgrim girl and the day of a pilgrim boy while librarian records students' responses on the Venn diagram displayed on SMART board. Then, students will find similarities and differences between themselves and either a pilgrim boy or pilgrim girl (they choose) and record similarities and differences on a Venn diagram while librarian monitors and provides assistance as needed. Before they begin this independent work, the librarian shares the rubric that students must complete to self-evaluate, and passes out the hard copies to the students. (The librarian will work with the teacher to actually create the rubric) The librarian will be responsible for creating the Venn diagram on the SMART board, and for setting up the SMART board, along with the laptop and projector that goes with it. Okay, but if you are modeling then monitoring the Venns for half the class, why not assess them as well? || 1 Hour ||
 * **<span style="font-family: 'Times New Roman','serif';">Big Ideas/Relevance to Students' Lives **
 * **Objectives/Goals:**
 * **Skills and Concepts (From the Core Curriculum)
 * <span style="color: black; font-family: 'Arial','sans-serif';">Language Arts TEKS: **
 * <span style="font-family: 'Times New Roman','serif';">**Instructional Strategies:** Identifying Similarities and Differences ||
 * <span style="font-family: 'Times New Roman','serif';">**Learning Experiences: Culminating Task (The demonstration that the standards addressed have been learned)**
 * <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">
 * **<span style="font-family: 'Times New Roman','serif';">Enabling Activities: (Activities necessary to build the needed skills and concepts in order to complete the task.) **
 * <span style="font-family: 'Times New Roman','serif';">**Authentic Assessment/Rubrics:** The following rubric will be for student self-assessment as well as for teacher assessment of the students' work.
 * **<span style="font-family: 'Times New Roman','serif';">Resources: (Print, electronic, audiovisual, human, and other) **
 * **<span style="font-family: 'Times New Roman','serif';">Teacher’s Roles/Responsibilities: **
 * <span style="font-family: 'Times New Roman','serif';">**Other Planning Times: T**wo weeks before the lesson, plan before school, two days a week. Plan again the week before, 1-2 days, before school, as needed. || <span style="font-family: 'Times New Roman','serif';">**Library Time/Computer Time Needed:**
 * <span style="font-family: 'Times New Roman','serif';">**Unit Time Line:** 1-2 days


 * Start:** November 1, Monday __**Finish:**__ November 2, Tuesday


 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Based on the planning form created by JMDowning in June 2004 **- Thank you for your ethical use of information. ||