A.3.2+Scenario+and+Collaborative+Planning+Form

=** A.3.2 Scenario and Collaborative Planning Form **= = = Jamie Lath & Megan LaCaze Dr. M. = **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. Hurray for proactive classroom teachers! 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. Hurray for prepared school librarians!

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. Their initial objectives are as follows: It looks like you have two reading comprehension strategies integrated into this lesson/unit: activating background knowledge and drawing inferences. When you finalize the verbs in your objectives, keep Bloom's in mind. The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: ► Person who first approached the other partner. The 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.
 * Students will use background knowledge and research to draw inferences on how events and circumstances inspired and gave rise to the Harlem Renaissance.
 * Students will describe the developments in art, music, and literature related to the Harlem Renaissance in America.
 * Students will identify examples of art, music, and literature of the Harlem Renaissance and draw inferences on how they reflect social, cultural, and political beliefs and circumstances of that time period and how they have influenced the current time period.
 * Scenario Prewriting**

► Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. Teacher motivation: assistance locating relevant resources for her classroom during Black History Month, wants to incorporate TEKS about arts and its effects on our culture, and knows students have some background knowledge on race relations leading up to Harlem Renaissance. Librarian motivation: showcase skills and assets, eager to be more than campus resource locator, incorporate information literacy skills in the curriculum, help students with an RCS, and foster peer relationships through collaboration.

► Where (location within the school) the first collaborative conversation took place. The first collaborative conversation took place in the teacher's classroom. Actually, email was first! This shows that online communication skills are essential for school librarians/educators. The scenario includes: * Grade level. 8 * Content area(s). Social studies and ELA-R * Initial goal(s). Teacher's initial goal: Have resources related to Black History Month in her classroom and to incorporate these resources with relevant social studies TEKS. Librarian's initial goal: Coteach with social studies teacher to help guide students in inquiry learning and emphasize a reading comprehension strategy that is found in the social studies TEKS and will be needed for success in this project Initial collaborative goal: Utilize library resources, information literacy standards, and relevant social studies TEKS to collaboratively teach a lesson during Black History Month.

* Initial objective(s).

Students will use background knowledge and research to draw inferences on how events and circumstances inspired and gave rise to the Harlem Renaissance.

Students will describe the developments in art, music, and literature related to the Harlem Renaissance in America.

Students will identify examples of art, music, and literature of the Harlem Renaissance and draw inferences on how they reflect social, cultural, and political beliefs and circumstances of that time period and how they have influenced the current time period. =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. || Excellent selection of standards for the lesson and inquiry unit. I am currently writing a column for //School Library Monthly// about the wisdom of expanding the "month" idea to include diversity in all lessons throughout the school year. How will you motivate students to participate in this lesson?
 * 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 ||
 * *Please see my comments on the whole class feedback regarding reaching out to administrators. ||

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: http://creativecommons.org/licenses/by-nc-sa/2.5/.
 * 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: Excellent resources. When you organize them into a pathfinder, be sure to provide brief annotations and labels for images if appropriate., ||
 * * 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) ||

== =**Extra rubric questions:**= **Plus –** **AS A TEAM,** answer each of these items **here** on the rubric.
 * SLIS Students’ Names: ** Jamie Lath (Person A) & Megan LaCaze (Person B

1. A schedule for future collaborative planning sessions. Note: You ** MUST ** include an ** actual ** schedule for completing A.3.3 for LS5443: (see also A.3 Schedule)


 * Monday July 22 - Brainstorm A.3.2 || Monday July 29 - Draft through Standards section A.3.3 ||
 * Tuesday July 23 - Brainstorm and draft A.3.2 || Tuesday July 30 - Draft through presentation section A.3.3 ||
 * Wednesday July 24 – Draft A.3.2 and what can be done offline || Wednesday July 31 – Draft the rest of A.3.3 ||
 * Thursday July 25 - Create rubric(s) and graphic organizer(s) for A.3.3 to be attached to A. 3.2 || Thursday August 1 – Edit draft of A.3.3 ||
 * Friday July 26 - Edit rubric(s) and graphic organizer(s) for A.3.3 || Friday August 2 – Finalize A.3.3 and self-assess using rubric ||
 * Saturday July 27 - Edit A.3.2 based on feedback from A.3.1 || Saturday August 3 – Add finishing touches and make changes based on self-assessment to A.3.3 ||
 * Sunday July 28 - Turn in A.3.2 by 9pm, work on Webpathfinder || Sunday August 4 – Turn in A.3.3 by 9pm ||

2. A planning form selected (provide link to a wiki page): Collaborative Planning Form Sample 1 __**http://inspiringreaders.wikispaces.com/A.3.2+Scenario+and+Collaborative+Planning+Form**__

3. Strengths brought to the partnership ** and this lesson/unit ** by Person A: Jamie is a very detailed oriented person. She is very methodical in each process to ensure that the littlest of details are not overlooked. She also likes to look at things critically and ask "why" a lot. This means that we have to step back and look at each part to make sure it fits in the whole.

4. Strengths brought to the partnership ** and this lesson/unit ** by Person B: Megan works well with a big picture. She plans lessons using the Backwards by Design method, with the goal in mind and then works her way down to the smaller details. She is a great driving force for the project and helps us keep moving along well. Megan has a lot of ideas and comes up with unique ways to present information.

5. How the administrator has been informed of the collaborative planning in process. Note: This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: The administrator was informed of the collaborative process through emails. The librarian sends short, weekly emails to the administration about what is going on in the library. She included details of this collaboration in those emails. The administration was also invited to view the presentations.


 * 6. Relevance ** to students’ lives (Why should students learn this? Why will they care? Because it’s in the standards does NOT make it relevant to students.): Race relations is a subject frequently seen in the news and other media. Most recently the Trayvon Martin case has brought up a lot in the media on race relations. These lessons will give students the opportunity to discuss current events, pop culture, and connect history to where we are today. Also, many adolescents are passionate about arts (music, dance, drawing etc) and will enjoy discussing how others use arts to express themselves.

7. Responsibilities for gathering or creating resources: The librarian will gather resources from the library that will be relevant to the lesson. Both the teacher and librarian will seek to locate additional materials from other sources and create resources for the lesson. The librarian will create the Webpathfinder with the teacher adding in as it will be on a wiki.

8. Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: The teacher will facilitate discussion with students to reflect on prior knowledge, while the librarian takes notes on the projected graphic organizer. Both educators will model the inquiry process for the students by using Langston Hughes as an example. The librarian will model using the Webpathfinder while the teacher models making notes on the graphic organizer. Both educators will demonstrate how to use background knowledge and research to draw inferences on the influence of events and circumstances surrounding the Harlem Renaissance and how it affected today.

9. Technology tools integration (or explanation of why technology is not part of the lesson/unit): During this particular lesson, teachers will project their work while modeling researching and drawing inferences for the students. They will lead students through how to use the Webpathfinder as one place to find resources. For the inquiry-based assessment students will use ToonDoo, a comic creating website, to make a virtual book.

10. Materials (consumables such as graphic organizers, notemaking tools, art supplies): Graphic organizers, rubric for students

=Materials=

Students use this in the lesson to draw inferences specifically on Langston Hughes. This will be turned in at the end of the lesson and assessed using the HR Inference Rubric
 * Inference Organizer**

Teachers use this to model the inquiry process and drawing inferences during this lesson.Students will use this organizer as a consumable for their own inquiry of another artist starting the next lesson.
 * Notemaking Graphic Organizer for Harlem Renaissance**

Rubric educators will use to assess inquiry project. Students can use it to self-assess. This will be given out during first lesson to help students see where the unit is going.
 * Inquiry Project Rubric**

Rubric students and educators can use to assess learning during our Day 1 Lesson of making inferences about Langston Hughes.
 * Inference Practice Rubric**

Link to Webpathfinder (in process)
 * Webpathfinder**

Co-teaching reflection tool example. This material can be downloaded from []. It is located towards the bottom at "Mutliple Subject Co-Teaching in Clinical Practice." The document we are looking at is called "Getting the Partnership Started (GPS) Session Packet." Pages 10 and 11 have reflection tools specifically designed for coteaching reflection.
 * Lesson evaluation tool for educators**

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