Scenario+Page



Rhonda (3rd grade teacher) approached Heather (school librarian) in the library during her (Rhonda’s) planning period to discuss an upcoming unit of study for her classroom pertaining to Social Studies.

They are going to be studying historic figures that have exemplified good citizenship, and Rhonda would like for her class to research a figure and present a book report with their findings. This has been studied in the past in Rhonda’s classroom, but this year she would like to take it a step further by allowing the students to choose a figure on their own and conduct individual research.

Heather was very pleased that Rhonda had come to her. Since becoming the librarian she has been discussing with the principal how she would like to be viewed more as a partner. The principal agreed that collaboration could provide exceptional instruction to our students. At one of the staff meetings, Heather explained how she would like to partner with the teachers on their lessons. Seeing that Rhonda came to her makes her feel as though they are seeing the librarian as a partner. She also feels that if this collaboration is successful then other teachers will follow.

The district has databases that are appropriate for elementary students. Heather thinks this would be a great tool for the students to use to gather their information on the historic figure they chose.

The goal and objective of this research project is to allow the students to gain a deeper understanding of the characteristics of a historical figure that exemplified good citizenship.

Strengths of each individual in collaborative planning effort:

Rhonda (teacher): I am an experienced teacher, and I enjoy finding different ways to work with other teachers within the school to incorporate a variety of learning styles and resources into the curriculum within the classroom. I recognize when there are students in the class that need to be reached in a way that previous students have not needed in the past, even if this means completely altering the way a topic is taught (such as this case). I enjoy giving students a chance to approach an assignment in a way that feels comfortable to them and express themselves in a creative manner when reporting on their findings of historic figures. I am flexible and able to adjust my teaching style if there is a better approach as suggested by the librarian for this particular lesson.

Heather (Librarian): With technology being present in our everyday lives it is important for students to know what resources are available to them and what valid sources are. Our district provides the students with data bases for assisting them with their research. However students use mainly Google and Wikipedia to find their research. Knowing this, I will be an advocate for using databases for this project. This way students will still utilize technology, but in a safer way. I am able to model for the students how to use these databases for their benefit. Some students may not work well with the databases. Therefore I will have an understanding of what materials we have in print for the students to use and will have those available. I know that like students learn differently, teachers plan differently. I am flexible in the fact that I will adjust the collaboration as needed. I am always open to new ideas and willing to learn. I see collaboration as another learning experience.

The following schedule was created to effectively plan for this lesson:

Sunday, April 18: 7-9 pm Wednesday, April 21: 8-9 pm Thursday, April 22: 1-2 pm Tuesday, April 27th, 8-10 pm Wednesday, April 28th, 7-10 pm Saturday, May 1 8-10 am Sunday, May 2 7-9 pm Tuesday, May 4 8-10 pm Thursday, May 6, 8-10 pm

Topic: Characteristics of good citizenship and historical figures who displayed good citizenship.

**SS TEKS-**3.1:A, B; 3.10: A, B; 3.11: A; 3.16: A, C, D; 3.17: A, B, C (See attached sheet for descriptions)

3.25: A,B, C, D; 3.26: Aii and Aiii, B, C, D, E; 3.28 (Not all of these may be used depending on what we cover. We can delete those we don't use. See attached sheet for descriptions).
 * ELAR TEKS**-3.13: A, B, C, D; 3.16: A; 3.17: A, B, C, D, E;

AASL Standards: 1.1 Skills: 1, 2, 3, 4, 5, 6, 7, 8 1.2 Dispositions: 1. 2. 3. 4. 5. 6. 7 1.3 Responsibilities: 1, 3, 5 1.4 Self Assessment Strategies: 4 2.1. Skills: 1, 2, 3, 6 2.2. Dispositions: 1, 4 2.3 Responsibilties: 1 2.4 Self Assessment Strategies: 3 3.1 Skills 1, 3, 4, 6 See attached sheet for descriptions. These standards may change as lesson is developed.

You may find the descriptions of the TEKS and Standards on our Collaborative Planning Sheet