4.2+Collaborative+Lesson+Plan

Garra Ballinger and Melissa Scholl Collaborative Lesson Plan Reviewer - Dr. M. =__**Using Sensory Images**__= **Reading Comprehension Strategy: ** Sensory Imagery **Reading Development Level: ** Advanced 4th-6th grade **Instructional Strategies: ** Visualizing,Summarizing, Cues, Classifying **Lesson Length: ** 1-50 minute session

**Purpose: ** The purpose of this lesson is to enhance student understanding of visualization and sensory imagery through an extension of current social studies unit objectives. Students will work with a graphic organizer as they explore and discuss examples of sensory imagery from the historical fiction text and use their graphic organizer as a guide to write a diary entry based on the their interpretation of the main character 's feelings in the text.

**Objectives: ** At the end of this lesson, students will be able to: <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">1. Apply their knowledge of sensory imagery as they listen to a historical fiction text. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">2. Relate prior knowledge of slavery to their visualizations in a personal manner. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">3. Analyze their visualizations and apply them to a written diary entry based on an experience that Clara went through and how she felt during it. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">4. Evaluate their writing for historical content related to the experiences of Clara using a rubric provided to them.

<span style="color: #ff00ff; font-family: 'arial','sans-serif'; font-size: 13px;">Objectives indicate effective levels of Bloom's taxonomy

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Resources, Materials, and Equipment: ** <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 13px;"><span style="font-family: 'Arial','sans-serif';">Podcast of //<span style="font-family: 'Arial','sans-serif';"> Sweet Clara and the Freedom Quilt //<span style="font-family: 'Arial','sans-serif';">by Deborah Hopkinson (Of course, you cannot legally record a podcast of this book and distribute it on the Web. How else could you share it? What is the benefit of a podcast over reading the book?) 10 book copies of //Sweet Clara and the Freedom Quilt// <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">document camera and screen or interactive whiteboard <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">Quilt Graphic Organizer digital file <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">Paper Copies of Quilt Graphic Organizer <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Old Quilts <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Maps <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Paper <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Pencils <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Rubric for student self-assessment and teacher assessment <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;"> To improve your rubric, include a criterion for using sensory images. Writing about the "facts" may not meet objectives #1 and #2. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;"> Do you mean "mental" image or "sensory" image? (There is no colon after by:) = = ====<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Collaboration: ** <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Collaboration will be utilized in this lesson in the planning, preparation of materials, and teaching of the lesson. ====

Both educators will monitor and guide the students as they listen to //Sweet Clara and the Freedom Quilt// and both the te <span style="color: #800080; font-family: Arial,sans-serif;">acher and the librarian will work with students to model the task of completing the graphic organizer. The teacher will demonstrate for students how to complete the graphic organizer using an event from the text based on Clara, followed by the librarian demonstrating the same task for students with an event based on Jack. In addition to taking turns, the educators can question one another or in another way encourage the other to use sensory imagery to complete the graphic organizer. Taking turns does not make a strong case for having two educators in the same room at the same time.

<span style="color: #0000ff; font-family: arial,sans-serif;">Both the teacher and the librarian will monitor students as they complete the graphic organizer independently with any event from the text, from either Clara or Jack's perspective. The teacher and librarian will present an example diary entry using Glogster to students. The teacher will read it aloud as the librarian monitors student discussion of the event the entry is written about. Since the teacher cannot read at the same time students are discussing, it would make sense that both educators would monitor students' discussions.l

<span style="color: #800080; font-family: Arial,sans-serif;">While the students are writing in their journal teacher and librarian will conduct writing conferences with individual students, and give independent reteaching if necessary. Yes! Writing conferences are an excellent way to maximize the benefit of two educators in the same room at the same time.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Assessment: ** <span style="color: #800080; font-family: Arial,sans-serif;">The students' diary entries will be graded using the provided rubric. (Do you mean the students will self-assess with the rubric?) This same rubric will be used by teachers to assess student completion of the assignment.

=‍**__<span style="font-family: 'arial','sans-serif'; font-size: 13px;">Standards __**=

__**TEKS**__

__**Social Studies**__

(4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and (B) translate geographic data into a variety of formats such as raw data to graphs and maps.

__**Reading**__

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (C) explain the effect of a historical event or movement on the theme of a work of literature.

Is there a writing standard related to using sensory imagery?

__** ALA Standards **__

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.1 Read, view, and listen for pleasure and for personal growth

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**__<span style="font-family: 'Arial','sans-serif';">Process __**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Motivation: ** <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Quilts will be laid out on the floor when students enter the library. Students will sit on the quilts as the teacher and librarian hold maps up and question students as to what a quilt and a map have in common with one another. The students will discuss the similarities and differences?

<span style="color: #ff00ff; font-family: 'arial','sans-serif'; font-size: 13px;">If the educators simply take turns speaking and do not engage in think-alouds with one another as a model for students' discussion, there is no reason to have two educators present the motivation for your lesson.

<span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">The librarian will also use this as an introduction to reading night which is centered around the quilt theme and inform students how there work products, on this lesson, will be centerpieces in the library on reading night.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Student-friendly Objectives: **

<span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">1. Listen to the podcast of //Sweet Clara and the Freedom Quilt// and visualize the events with sensory images.

<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">2. Comprehend and visualize the events of the story through group discussion using a quilt-themed graphic organizer.

<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">3. Use the same graphic organizer to guide their own visualizations and record sensory images.

<span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">4. Compose a first-person diary entry using the information on their graphic organizer.

<span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">5. Self-asses their work with the provided rubric.

I have strengthened your objectives in terms of the reading comprehension strategy you identified for this lesson.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Presentation: **

This lesson will be presented to students in the library with coteaching from the librarian and the teacher. Melissa, the librarian, will prepare the podcast of the book to play aloud for students. Melissa will stop at certain spots so students can share their visualizations.

Here's a perfect place for the co-teachers to model. The first time Melissa stops the podcast, the educators can use think-alouds to share a visualization as a model for students.

During the sharing, both the librarian and teacher will work with the whole group to model how to correctly complete the Graphic Organizer in which students apply their visualizations to Clara and Jack's feelings at different parts in the story. The graphic organizer will be projected using a document camera. The students will view the teacher and librarian discussing and completing the graphic organizer using think-alouds.

Garra will begin with an event about Clara, followed by Melissa demonstrating an event based on Jack. (See above. ) Both eduators will demonstrate for students how to: identify an event from the story, distinguish feelings the event may have caused characters to have, provide evidence from the text to justify the feelings, and draw the mental picture they had while visualizing the event.

After the story is finished and students have thoroughly discussed how Clara and Jack felt in the story, students will use their knowledge of slavery as well as the modeling of the graphic organizer to complete their own graphic organizer independently, using another event from the text. Students will share these with a partner to check for understanding. Excellent use of partner work.

Before students begin the final activity the teacher and librarian will co-model the final activity by sharing an example diary entry for the students. Garra will model this for the class as she shares an example diary entry made in Glogster. Melissa will question the students as to which part of the story the entry was about and introduce students to the rubric they will be using to assess their own work. Melissa will explain it in detail, and both teachers will guide students in assessing the example diary entry they just heard.

Good use of two educators.

The rubric will highlight the objectives of the student activity in which students must: choose one part of the story and write a first person diary entry of Clara or Jack's perspective as well as demonstrate student's ability to recall and apply the details of the text in their diary entry. The entry should include historical elements that students apply to justify comprehension of slavery, and events from this time period. Students will also share their writing with the class as a wrap-up activity. Students will listen and respond to the entries read aloud by discussing with one another which event from the story the entry brings to life.

What happened to using sensory images to achieve comprehension? I could imagine students talking about the details and historical elements without visualize or using sensory images. The reading comprehension strategy should be stronger in your lesson and assessment.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Student Participation (or Practice) Procedures: - See above about sensory images. **

<span style="font-family: Arial,sans-serif; font-size: 13px;">1. Discuss visualizations and feelings that Clara or Jack may have felt.

<span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">2. Complete a graphic organizer applying visualizations made from listening to the text

<span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">3. Review the rubric used for self-assessment.

<span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">4. Write a journal entry describing a day in your life if you were Clara or Young Jack.

<span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">5. Reflect on your learning and think about how different your life is from that of Clara and Jack.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Guided Practice: ** <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">The teacher and librarian will model use of the graphic organizer and share an example diary entry made in Glogster with the students. (This is not guided practice; this is what the teachers do.)

<span style="color: #800080; font-family: Arial,sans-serif;">**Guided Practice:** The teacher and librarian will monitor student progress and conduct mini-writing conferences if needed. Both educators will help guide students as they write their diary entry writing from either Clara or Jack's perspective.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Closure: ** <span style="color: #800080; font-family: Arial,sans-serif;">Divide students into partners and have them share their diary entries. The rubric will be projected so that students can help one another clarify and self-assess their work. The teacher and librarian will monitor students as they work to self-assess their own work. (Again, if you add sensory imagery to the rubric criteria, your reading comprehension strategy will be stronger.)

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Reflection: ** <span style="color: #800080; font-family: Arial,sans-serif;">To culminate the lesson the librarian and teacher will pose the following question to students: How does your life differ than that of Clara and Young Jack? How does placing your self in the main characters "shoes" help you better understand the story? How does using sensory imagery help you do that? <span style="color: #0000ff; font-family: arial,sans-serif;">Allow students time to answer and share with the class.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Extensions: ** <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">Students will make a Glogster poster to represent their diary entry from Clara or Jack's perspective. Students will also make their own Freedom Quilt by using 9X9 pieces of muslim fabric. The lesson will be extended further with students drawing and then painting the scene or part of their story that they wrote their diary entry about. The Glogster diary entries will accompany the quilt in a digital slide show made in Animoto, and will be displayed in the library for patrons to view and enjoy. Students will see how their work on this project has created a meaningful and lasting product for others to experience and visualize for themselves as they read the diary entries and try to find the picture that corresponds to it.

<span style="color: #ff00ff; font-family: 'arial','sans-serif'; font-size: 13px;">The extensions will be motivating and engaging for students. Again, a focus on sensory imagery will improve this work. Having an audience and sharing their quilts with families and community will further motivate students to create exemplary work.