Collaborative+Planning+Sheet

Supplement 1B―Collaborative Planning Sheet, Sample 2


 * ** Preparation ** || ** Implementation ** ||
 * __ Teacher/Grade: __

Rhonda Bier-Third Grade Teacher Heather Garavaglia-Librarian

__ Dates/Times: __

__Topic/Curriculum Standards:__

English Language Arts TEKS (13) 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) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; and

Social Studies (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities over time; (B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape communities; and (10) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman who have exemplified good citizenship; (11) Citizenship. The student understands the impact of individual and group decisions on communities in a democratic society. The student is expected to: (A) give examples of community changes that result from individual or group decisions; 16) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources;

__Performance Indicators/Learning Objectives:__ Standard 2__:__ Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

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 2__:__ Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1. Skills 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Standard 2__:__ Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.2 Dispositions in Action. 2.2.1 Demonstrated flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

Standard 2__:__ Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.3 Responsibilities 2.3.1 Connect understanding to the real world

Standard 2__:__ Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.4 Self-Assessment Strategies. 2.4.3 Recognize new knowledge and understanding

__ Evaluation Criteria/Tool(s): __ Heather will assess: Database portion of rubric Rhonda will assess: Graphic organizer, traits apply to figure portion of rubric Both will assess behavior/participation

Rubric-This will be used by both the students and teachers. __ Resources Required: __ Dialectical Journal Graphic Organizer (see attachment) __ Materials Required:__ see next column

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

Relevance to students' lives:
 * Research methods using technology resources
 * Transferring knowledge learned to their own lives to further understand good citizenship
 * Understanding qualities of individuals that display good citizenship

Responsibilities for gathering/creating resources:
 * Rhonda has taught citizenship traits in the classroom
 * Rhonda has taught how to transfer information to graphic organizers
 * Heather has gathered resources/literature applicable to historic figures
 * Heather has verified that information is available on the majority of figures on databases

Instructional responsibilities during implementation:
 * Heather will model how to search database for relevant information
 * Rhonda will model how to transfer available material into useful information
 * Heather will model how to complete graphic organizers

Technology tools integration:
 * Use of 2 online databases to search information (EBSCO: Kid Search, EBSCO Searchasaurus)
 * Document camera to model graphic organizer
 * Projector

Materials:
 * Individual graphic organizers
 * Pencils
 * Computer lab for individual student computers ||

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/.