Benchmark,+Scenario,+Collaborative+Form

Partners: Garra Ballinger and Melissa Scholl Dr. M. =__**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 experience slavery first hand by using sensory imagery to better understand how slavery affected children similiar to themselves. (Perhaps better wording would be to "better comprehend" slavery rather than experience it first-hand - No one should have to have that experience!)

Melissa, the librarian, mentions the book, "Sweet Clara and the Freedom Quilt" ( book titles in italics! ) 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 help 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. 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.

This lesson was shared ( how? when? where? ) with the building principal by Melissa, and it was decided that this lesson would be taught to the other 3 fifth grade classes as well. (Consider having Garra share the **results** of the unit with other 5th-grade teachers in order to encourage them to reach out to collaborate with the librarian/library program.)

The principal, classroom teacher, and librarian agreed that the final product of the diary entries and 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. Brava!

__**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.

*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. *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. *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. *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. How will you make this lesson relevant for students? How does it connect with their outside-of-school literacy? || 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. Learning objectives should be written as: At the end of this lesson/unit, students will be able to: 1. 2.  3.... || Teacher (Garra)-Provides students with thorough background information on slavery and using sensory imagery prior to the lesson. She will preview the lesson with students before entering the library and create a Graphic organizer in the form of a quilt for students to record Clara's feelings. During the librarian's oral reading of the book she will guide students through the visualization process and record their responses on the Graphic Organizer. This is not about student learning for this lesson: Librarian (Melissa)-Approves the lesson with the building principal prior to the lesson. Once approval is received, she gathers all other needed supplies, including quilts. She involves the entire school community in this process for the success of the lesson as well as the preparation for the "Quilt" themed reading night. Parents, community members, and school staff are asked to join in and share family quilts and stories about them for decorations. 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. The literacy event is an extension of the lesson. Keep your focus on the student learning outcomes in your A.4.2 Collaborative Lesson Plan. 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. || Students will communicate what they learned by discussing with other classmates and writing journal entry. Students will self assess their work using the rubric and evaluate their individual progress of the concepts this lesson set forth to teach. (??? What does this mean? How will it be accomplished?) || Students will be provided a rubric to assess their journal writing. || interactive whiteboard //<span style="font-family: Arial,sans-serif;">Sweet Clara and the Freedom Quilt //<span style="font-family: Arial,sans-serif;">podcast <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;">Paper <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Pencils <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Projector <span style="color: #800080; font-family: Arial,sans-serif; font-size: 13px;">Computer with Graphic Organizer || Rubric to be used by the students and educators.
 * **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? - Who is responsible for gathering the resources?

The rubric should be on a .doc for student self-assessment. Please consider breaking this down a bit finer. I would not put conventions first on the rubric. What are the most important learning objectives for the journal response?
 * 25 points || 15 points || 10 points || 0 points ||
 * Journal response is in complete sentences. || **Most** of the journal response is in **complete sentences**. || **Most** of the journal response is in **incomplete sentences.** || The journal response **does not** have **complete sentences** ||
 * The student journal response is assuming the role of Clara through the **entire** entry. || The student journal response assumed the role of Clara **though most** of the entry. || The student journal response assumed the role of Clara **less than half** of the entry || The student **does not** assume the role of Clara ||
 * The student included **information, about slavery** learned from the book, throughout the **entire** journal entry. || The student included **information, about slavery** learned from the book, throughout **some** of the journal entry. || The student included very little **information, about slavery** learned from the book. || **No** information from the book was mentioned in the journal entry. ||
 * The student **shared** their response journal and **actively listened** to others. || The students **shared** their response and but **did not actively listen**. || The student **did not share** their response journal but **did actively listen** || The student **did not share** their journal response and **did not actively listen.** ||

Notes:

The actual lesson should be on a different wiki page. Please move this and begin to use the discussion tab as you revise it based on my A.3.3 Benchmark feedback. I am not evaluating the lesson as yet. Please see the schedule for this project.