A.3.2+and+A.3.3

A.3.2 and A.3.3: Comprehensive Collaborative Lesson Plan Page

 * Collaborators: ** Jamie Lath and Megan LaCaze


 * Instructional Level: **


 * Link to Lesson Plan Deconstruction Page **


 * Scenario Page and ** ** Collaborative Planning Form Page (A.3.3 - Benchmark) - ** link to Scenario and Collaborative Planning Form

* Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario. || Two of these are missing from the scenario. || All three of these are missing from the scenario. || * Grade level. * Content area(s). * Initial goal(s). * Initial objective(s). || One of these is missing from the scenario. || Two of these are missing from the scenario. || Three or more of these are missing from the scenario. || The grade 8 social studies teacher emailed the librarian looking for resources on the Harlem Renaissance for Black History month. The librarian sought out the teacher in her classroom after school to get more information and find out if there was a possibility of collaborating/coteaching, not just providing resources. The first collaborative conversation took place in the teacher's classroom.
 * Use the A.3.3 Rubric to organize your scenario. **
 * CATEGORY || 10 || 8 || 4 || 0 ||
 * **Motivation of Collaborators** || The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
 * **Instructional Goals**
 * and Standards** || The scenario includes:

The teacher's motivation for collaboration was to get assistance locating relevant resources for her classroom during Black History Month. She also wants to incorporate TEKS about arts and its effects on our culture coupling this with the background knowledge students have on events leading up to the Harlem Renaissance. The librarian's motivation for collaboration was to showcase her skills and assets that make her more than a campus resource locator. she also wants to incorporate information literacy skills into the curriculum courses, help students with reading comprehension skills, and foster peer relationships through collaboration.

The teacher's initial goal was to have resources related to Black History Month in her classroom and to incorporate these resources with relevant social studies TEKS. The librarian's initial goal was to coteach with social studies teacher to help guide students in inquiry learning and emphasize a reading comprehension strategy that is found in both the social studies and ELA TEKS. As they began talking in their first collaborative conversation, they came up with the following i nitial collaborative goal of utilizing library resources, information literacy standards, and relevant social studies TEKS to collaboratively teach a lesson during Black History Month.

= Collaborative Planning Form = Lesson - One, 50 minute class period ||
 * Teacher/Topic || Dates/Times ||
 * * 8th Grade Social Studies Teacher / Harlem Renaissance (Black History Month) || Unit - Four, 50 minute class periods the Week of MLK Day (February 2014)

1.1 Skills 1.1.2 Use prior and background knowledge as a context for new learning || * Asking questions (about prior teaching on Civil War and race relations), giving cues, and Advanced Organizers || * Students recall their background knowledge and list it on the graphic organizer. Educators will lead discussion with students to help them with recall. || AASL 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 (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge || * Advanced organizers, notemaking, cooperative learning || * Students will work in pairs to examine potential topics, negotiate a topic to study, make notes in the graphic organizer, and draw inferences on the Harlem Renaissance. || Social Studies TEKS 8.26B&C "Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: identify examples of American art, music, and literature that reflect society in different eras; and analyze the relationship between fine arts and continuity and change in the American way of life." || * Cooperative learning, nonlinguistic representations, graphic organizers || * Students will view examples of American art related to the Harlem Renaissance and analyze the relationship between the art and American society at the time. Students will continue to use the provided graphic organizers to take notes, make connections, and draw inferences on how events and circumstances could've inspired that art. ||
 * Content Standards & Information Literacy || Instructional Strategies || Performance Objectives ||
 * * AASL Standard 1 Inquire, think critically, and gain knowledge
 * * Future lesson in this unit:
 * *Future lesson in this unit:
 * * Social Studies TEKS 8.30B "Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 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." || * Cooperative learning, advanced organizers, notemaking || * Students synthesize the notes they have made about background knowledge and research on the graphic organizer to draw inferences . ||
 * *ELA TEKS 8.9 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. || * Cooperative learning, advanced organizers, notemaking || * Students synthesize the notes they have made about background knowledge and research on the graphic organizer to draw inferences . ||


 * Prior Knowledge ||
 * * Civil War issues from TEKS 8.7 & 8.8 ||
 * * History of race & effects in American culture ||
 * * Black History Month ||
 * * Civil Rights & race relations in America (MLK Day) ||


 * Assessment Tool(s): ||
 * * Diagnostic - Background knowledge portion of graphic organizer on Harlem Renaissance, discussion questions ||
 * * Formative - Checking for understanding techniques (such as using hand signal polling techniques), graphic organizers, educators circulate during student pratice ||
 * * Summative - During this lesson, students draw inferences using the Inference graphic organizer about Langston Hughes. At the end of the unit, students will use what they've learned in an inquiry-based research project with a partner ||


 * Learning Tasks || Educator Responsible ||
 * * Model inquiry process and drawing inferences using one person (Langston Hughes) || * Librarian & Teacher will model and assess during lesson ||
 * * Use background knowledge and evidence from text/resources to make inferences on their own artist || * Librarian & Teacher will use formative assessments during student practice ||
 * * Complete Background knowledge portion of graphic organizer with discussion || * Teacher will lead and use formative assessments during discussion; Librarian will model writing notes on the grahpic organizer ||
 * * Facilitate discussion and reflect on prior knowledge || * Teacher will lead ||
 * * Draw inferences on Langston Hughes for this lesson, draw inferences on their own artist within their inquiry project, and create a works cited on inquiry project || * Librarian will assess ||
 * * Assess inquiry project on all other aspects except for drawn inferences and works cited || * Teacher will assess ||


 * Lesson Evaluation/Comments ||
 * * After lesson completion use a co-teaching reflection tool to discuss strengths, weaknesses, and opportunities for improvement for the future. (See attachment I found from Cal State San Marcos) ||
 * * Administrator will be invited to presentations and informed of learning results ||

From J. Moreillon, //Coteaching Reading Comprehension Strategies in Secondary School Libraries// (Chicago: American Library Association, 2012). Licensed under the Creative Commons Attribution–Noncommercial–Share Alike 2.5 License: [].
 * Resources & Materials ||
 * * Computer equipped with a projector and speakers. ||
 * * Literature/poetry samples from Langston Hughes (example: "Democracy" and "I, Too, Am America") ||
 * * Webpathfinder on Harlem Renaissance (see below) ||
 * * Teacher/Librarian created graphic organizers (Harlem Renaissance notes organizer and Inference organizer--see below) ||
 * * Related current event information for opening discussion (Newspaper clippings? Online articles?) ||
 * For other lessons in unit: ||
 * * Music samples ( Chick Webb, Billie Holiday, Louis Armstrong, various Jazz musicians ) ||
 * * Artwork samples ( Aaron Douglas, Palmer Hayden, William Johnson, Archibald Motley Jr .) ||
 * * Literature/Poetry samples (Alain Locke's New Negro, Walter Dean Myers's Harlem, Claude McKay's If We Must Die, Countee Cullen's Incident, James Weldon Johnson's Life Every Voice and Sing) ||
 * * Video Resources ( Clips of dancers such as Josephine Baker & Bojangles, video clips from A Walk Through Harlem such as Finding Their Voice or The New Negro) ||

Lesson Plan Template Page ** (A.3.3 - Collaborative Lesson Plan) **

Other possible pages:
 * General Brainstorming Page Brainstorming Popplet
 * Resources Page
 * Graphic Organizer Page
 * Rubric Page

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