4.2+Benchmarks+Scenario+and+Collaborative+Form+Revisions

Garra Ballinger and Melissa Scholl 4.2 Benchmarks: Scenario and Collaborative Planning Form Revisions

Partners: Garra Ballinger and Melissa Scholl =‍__**Scenario **__= Garra, a fifth grade teacher approached her intermediate school librarian, Melissa for help in locating a historial fiction book related to slavery in order to review her student's prior learning of sensory imagery by connecting it to student's current learning of slavery in social studies. She has provided the students with background knowledge about this period in history, but wants the students to better comprehend slavery as they use sensory imagery. Students will use their visulaizations to understand how slavery affected children similiar to themselves. Melissa, the librarian, mentions the book, //Sweet Clara and the Freedom Quilt// to Garra, but also extends an invitation to work collaboratively with her on this project in the library. Melissa is excited because she recently came across some new podcasts, and remembers that this selection is one that is now available for classroom/library lessons.

Together they will develop a lesson to help students visualize events from the story, while creating mental pictures based on how the story appeals to feelings. They will coteach the lesson in order to better serve the students and utilize more technology resources. They decide to meet and plan out the lesson after school so they can carefully align the details of the actual organization of the lesson as a whole and be prepared for the collaborative project.

The meeting was very successful, but it was decided that the lesson would serve students best and provide ample use of resources if completed in 3-50 minute session. The first lesson would involve coteaching of visualization using the podcast of the book, completion of a digital graphic organizer to discuss feelings observed through visualizations, and written During the collaborative planning meeting Garra and Melissa decide to utilize the following technology resources in order to make the most of the collaborative process: 1. Podcast of //Sweet Clara and the Freedom Quilt// 2. Digital completion of Graphic Organizer 3. Self Assessment using a rubric 4. Glogster

This lesson was first shared with the building principal by Melissa and Garra. The initial sharing was made through an email invitation which focused on two ideas: 1. the Collaborative Lesson Plan details 2. The example Glogster poster that students themselves would be making as a result of the lesson. The principal was delighted to receive the invitation and set up a meeting to discuss the details more closely with both the classroom teacher and the librarian. The meeting took place during the classroom teacher's conference period, and the librarian's lunch period the following day. The meeting was an overall success and the principal suggested using the quilt theme to the school wide Reading Night which would be coming the following month. The principal, classroom teacher, and librarian agreed that the final product of the Glogster diary entries, as well as the quilt with drawings would make an excellent additon to reading night which would be hosted shortly after the projects were finished. It was also decided to make reading night have a "Quilt" theme where all grade levels planned reading games and activities for students and their families to do which revolved around quilts and their meaning.

As a result of the successful planning, the next day Garra eagerly shared with her 5th grade team the upcoming project. The other three teachers were excited and wanted to participate as well. During their conference period the entire 5th grade team spoke with the librarian about the possibility of conducting this project with all 5th grade students. It was decided that the librarian would need approximately 3-50 minute class periods with each 5th grade class to complete the project from start to finish. The classes would meet in the library for the first lesson, and the computer lab for the final two sessions to complete their Glogster posters. The lessons would take plac eover a three week period in order to accomodate the fleible schedule of the library and prior commitments. The librarian went to her master schedule and planned to meet with each class the following week for the initial 50 minute lesson to coteach the visualization activity with the classroom teachers and help students complete diary entries. The following week the librarian would meet with each class in the computer lab for the second 50 minute lesson to begin the Glogster posters, and again the following week to revise, edit, and complete the Glogster posters. It was decided that the teachers would save all of their classes Glogsters to the same jump drive so that one Animoto video could be made with all 5th grade posters. The class quilt project would be completed during regular classroom time with the help of parent volunteers, and would be one quilt for the entire 5th grade.

__**Schedule for Future Planning **__ Garra and Melissa discussed the project through emails on Sunday, November 6th and Monday, November 7th. They decided to discuss the concept for their lesson plan in more depth in a phone conversation on Tuesday, November 8th. Through the phone conversation the final lesson details were decided so that work could begin on the Collaborative Planning form. The remainder of 3.3 will go as follows: Tuesday, November 8th Garra will begin the narrative Scenario and add her input to the Collaborative Planning Form to get them started. Wednesday, November 9th, Melissa will add to the Collaborative Planning Form and Scenario. Garra will add more details as well. Partners will communicate through the discussion tabs on the WIKI about progress of the project. Thursday, November 10th both partners will add final touches and verify completion of all elements of assignment 3.3. Partners will decide on assignment submission tasks and delegate which partner is responsible for each part. Partners will agree to submit when they both feel the assignment fully satisfies all requirements on the rubric.

<span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 12px;">*It was decided that after 3.3 is submitted, Partners will break the final 4.2 assignment into three parts. They will continue to have phone conversations on Tuesday evenings to discuss progress and tasks to complete for assignment 4.2 during Modules 3.4, 4.1, and 4.2. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 12px;">*The following day, Wednesdays will be used for independent work by partners, and partners can use the discussion tabs to communicate progress with one another. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 12px;">*Thursday will be used to clarify and make any adjustments to the tasks of the Lesson Plan set forth to be completed in module 3.4, 4.1, and 4.2. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 12px;">*This will be repeated for the following Modules 4.1 and 4.2, with phone conversation on Tuesday, Independent work on Wednesday, and clarification and adjustments on Thursday, so the assignment is ready for final edit on the Thursday prior to due date.

Supplement 1C―Collaborative Planning Sheet

Collaborative Planning took place via phone on Tuesday, Novemeber 8th and discussion through email and the discussion tab has also guided the collaborative process of completing the collaborative planning form as well as the initial stages of the lesson plan template. || This learning experience was provided to students in order to connect the curriculum of reading and social studies and review knowledge in both of these areas as well. This lesson will provide the teacher with insight as to each individual student's understanding of the concepts as well as assess that they can apply the learning objectives to extend their own learning. This lesson will help students to become familiar with another use of the reading comprehension strategy, visualization. Students will use be able to successfully take a concept they are familiar with and use visualization to guide their understanding of a new text they are reading orlistening to. Students will see a connection between the nonfiction accounts of slavery they have been reading in Social Studies and the fiction account in //Sweet Clara and the Freedom Quilt,// and will visualize the events of the fiction text using prior knowledge from the nonfiction Social Studies text. || We want the students to learn the effects of slavery, to relate to slavery themselves from a child's perspective, to comprehend and visualize important events from text that they hear, and apply their knowledge of slavery and sensory imagery in order to compose a diary entry. <span style="color: #0000ff; font-family: 'arial','sans-serif'; font-size: 13px;">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: #800080; font-family: Arial,sans-serif; font-size: 13px;">1. Listen to the podcast of //Sweet Clara and the Freedom Quilt.// <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">2. Comprehend and visualize the events of the story through group discussion. <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">3. Analyze visualizations and fill in a graphic organizer about Clara and Jack's feelings in the story. <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">3.Compose a first person diary entry from Clara or Jack's perspective. <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">4.Self-assess their diary entry with a given rubric. Librarian (Melissa)-Melissa downloads and secures the podcast of the book as well as prepares audio and visual equipment which will be used during the lesson presentation. She sets up the interactive whiteboard for the graphic organizer component of the lesson as well. Teacher (Garra)-Creates a graphic organizer for students to guide their visualizations with. Creates an example diary entry using Glogster from either Clara or Jack's perspective to share with students. Creates the self-assessment/teacher rubric for evaluation of the diary entries. Librarian and Teacher-Both partners work together the day before the lesson to set up the quilts and area where the learning experience will be taking place. They check to make sure that all supplies have been accounted for as well in order to proceed with the lesson the following day. || Students will create first person diary entries from Clara or Jack's perspective based on visualizations of the text. Students will communicate what they learned by discussing with other classmates and writing journal entry. Students will use a given rubric to self-assess and evaluate their work on the diary entry. || Students will participate in guided practice using a rubric to assess the example diary entry. Students will use the same rubric and follow the same steps to assess theirown diary entry. Students will share their diary entry and see of other students can visualize the event from the text that the entry was based on. || Melissa (Librarian) will be responsible for: interactive whiteboard <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">//<span style="font-family: Arial,sans-serif;">Sweet Clara and the Freedom Quilt //podcast <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Computer with Projector <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">10 copies of //Sweet Clara and the Freedom Quilt// <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;">Garra will be responsible for: <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Old Quilts <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Maps <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Graphic Organizer <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">Example Diary Entry made into Glogster poster for digital viewing <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13px;">Rubric for Self Assessment both digital for viewing and one print copy per student <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;"> <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;"> ||
 * **Teacher/Topic: Ballinger & Scholl Using Sensory Imagery** ||
 * **Dates/Times:** Teacher and Librarian Planned together on Tuesday, November 8, 2011 after school from 4:15-5:15. They also met early the day of the lesson on Monday, November 28, 2011 to check resources and set up the lesson area. The lesson will be taught in the library from 9:00-9:50 during the students normal Social Studies block.
 * 1. Why are we asking students to engage in this learning experience?
 * 2. What do we want the students to learn? Performance Indicators/Learning Objectives
 * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each?
 * 4. How will they communicate what they learned? Learning Process/Products
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)
 * 6. What resources will the students/we need?