Collaborative+Planning+Form



You will need to reproduce this form on your wiki page. Unfortunately, Allicia, Monica, and I were unable to find a .doc version of this form. You might work with them on this and discover whether or not four heads are better than two!


 * __Libary Planner__

Today's Date: December 2, 2009

Date of Unit: December **


 * Department: Reading/ELA

Course: 8th Grade Reading

Teacher: Mr. Montes

Unit: Greek Mythology

Librarian: Mrs. Carrion

Grade(s): 8th

Period(s): First and Third

Number of Students: 21 and 17

Project Due Date: December 17, 2009 **

November 30, 2009 ||= **Tuesday** December 1, 2009 ||= **Wednesday** December 2, 2009 ||= **Thursday** December 3, 2009 ||= **Friday** December 4, 2009 || classroom teacher to set up initial conference.
 * = **Monday**
 * = **E-mail sent from librarian to

Contact made, conference scheduled for Dec. 2nd.** ||  ||= **  Initial Meeting during classroom teacher's conference period.

Librarian shares resources available through the library to help improve teaching methods.

Classroom teacher shares that he has previously used Mythology by Edith Hamilton for introducing mythology and the Trojan War to his students. **

** Begin filling out Collaborative Planning Form in order to organize their thoughts and set up future planning sessions. ** ||  ||=  ** Classroom teacher will send last year's lesson plan to the Librarian so that the Librarian can fill in Content Objectives and other parts of the Lesson Planning Form that are still going to be used. **

Standards and add new resources and presentation methods to previous year's lesson. ** || December 7, 2009 ||= **Tuesday** December 8, 2009 ||= **Wednesday** December 9, 2009 ||= **Thursday** December 10, 2009 ||= **Friday** December 11, 2009 || a face-to-face meeting during his conference time.
 * Librarian will fill in Information Literacy
 * = **Monday**
 * = **E-mail sent from Librarian to Classroom teacher to schedule

Contact made, conference scheduled for Dec. 9th.** ||=  ||= ** Librarian and Classroom teacher will go over Collaborative Planning Form and make final adjustments.

Both parties will begin gathering resources: ** **Classroom teacher - print resources previously used and rubrics for assessment** creating products using technology ** ||=  ||= ** Librarian will share graphic organizers and examples of products with the teacher. **
 * Librarian - graphic organizers and tips and examples for

the librarian. **
 * Classroom teacher shares resources and rubrics with

and prepare to present lesson to the students next week. ** || December 13, 2009 ||= **Tuesday** December 14, 2009 ||= **Wednesday** December 15, 2009 ||= **Thursday** December 16, 2009 ||= **Friday** December 17, 2009 ||
 * Both parties go over final details
 * = **Monday**
 * = ** Classroom teacher and librarian introduce project to the students.

Students are put into groups and begin brainstorming about their project. ** ||= ** Students work in small groups with the help of both the classroom teacher and the librarian.

Librarian will focus on helping students find resources and information to fill in their graphic organizers.

Classroom teacher will help students fill in graphic organizer and remind them to use their rubric for self-assessment. ** ||= ** Students work in classroom and library as needed. Librarian will help small groups in the library and classroom teacher will help in the classroom. **

Parallel teaching is a great idea. My question is about how students will access resources from the classroom. ??? ||  ||= ** Projects due

Students make final revisions to project and make preparations for presenting their projects the following week.

Classroom teacher and librarian schedule a conference for the following Friday to assess the success of the project and discuss improvement for the next year. ** Brilliant - but should be done AFTER students present their work! ||

Bravo for your logical and detailed planning and lesson implementation log.

To inform the students about Greek mythology, help students to expand on information learned from the text, allow students to present information learned in a new creative way, to use technology and resources not previously used or known about. Students must retell one of the stories presented in the book Mythology in a creative way. **
 * Unit Overview/Content Objectives:

What is the reading comprehension strategy addressed in the lesson? You have an indicator for inferences, but to me, this looks like a main ideas strategy lesson or a synthesis lesson. ??? From my perspective, this is the "best" AASL indicator related to determining main ideas or synthesizing: Organize knowledge so it is useful. **(2.1.2).**

1.1 Inquire, think critically, and gain knowledge Skills: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in their own life. 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * AASL Standards:

2.1 Draw conclusions, make informed decissions, apply knowledge to new situations, and create knowledge. Skills: 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understanding.

4.1 Pursue personal and aesthetic growth. Skills: 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning.

TEKS: ** **110.24.13C Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions. 110.24.20D Summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs and time lines. 110.24.10B Establish and adjust purposes for reading such as reading to find out, to understand, to interpret to enjoy and to solve problems. 110.24.18A Generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes and logs.**


 * Product**: **The students must recreate one of the myths presented in the book __Mythology__ by Edith Hamilton. Students must use the varied use of other sources as well as the book __Mythology__ to expand on the story. The students must present one of the short stories (such as the Trojan War, Hercules, Search for the Golden Fleece, or one of the Greek gods) and present it in a new creative way to be assessed by the student and the teachers. The student can choice any means to present the story, either a play, a website, using technology to create a comic or ebook representation of the story, or a short animation video, multimedia project, creativity is the only limit.**


 * Assessment: Mythology Rubric for Student Self-Assessment and for Teacher Assessment**

Will both educators be responsible for assessing all aspects of students' work?

The rubric looks like it could work. It is difficult to fold so many aspects of a unit into one rubric. Do you think it will accurately measure students' learning outcomes for this project?

"Originality" is a difficult criterion to measure. It is ideal if you can provide students with some examples that would fall into each level of achievement.


 * Preparation (faculty, schedule, resources, equipment, etc.):** ** Resources and equipment include the use of __Mythology__ by Edith Hamilton, the //Trojan Wars// comics by Marvel Comics, ebooks on Greek mythology, the Odyssey, and many more. The use of technology to help students create their projects on retelling their favorite mythology story. The librarian will introduce various examples of graphic organizers to help the students with creating their project and sorting information. ** (Introduce to the whole class?) ** Use of KWLQ Chart and Planning Chart graphic organizers found at ** [] ** and **[].

Bravo for the alternate texts! And for the additional graphic organizers. These will definitely support students' learning, but don't forget to allow time to teach them how to complete these and let them know what constitutes a complete graphic organizer. Once the initial set up has occurred in the classroom, have both the librarian and the classroom teacher discuss the next step of the project, having the students use various resources from the library to expand their knowledge of the stories. From there the students must pick a story and present it in a new creative way. Both the classroom teacher and the librarian must assist the students in developing their ideas. The librarian has extra responsibility in being more knowledgeable about the resources and technological aspects involved and should help both the students and the classroom teacher if need be. **


 * Notes:** **Remind students of the importance of this lesson to their own life and its relevance. Tell students its important to learn about other cultures and about mythology stories from other cultures. Also, that the lessons taught here can be applied to other classes. Other sources, especially technological resources, can be used to expand any area of context, and that there fun ways to learn other than just the plain text.** (Be careful here. Sometimes students are required to engage with just plain old boring texts!) Are there examples in YA literature and popular culture where the myths are used? (I'm thinking //The Lightning Thief// series by Rick Riordan: @http://www.percyjacksonbooks.com/) Would making those connections help students find relevance?


 * Things to Consider Next Year:** ** Use other texts to accompany __Mythology__ in the classroom prior to doing the research, have the librarian by as involved as the classroom teacher in the beginning of the lesson, find more tools and resources for the students, give students more ideas and technology tools for them to create their projects. **

Providing a series of examples using different tools can be a fun and time-well-spent mini-lesson.


 * Level of Involvement:**
 * **planning**
 * **gathering resources**
 * **preparing materials**
 * **teaching lesson**
 * **assisting students**
 * **assessment**


 * Assignment Level:**


 * **Recalling**
 * **Explaining**
 * **Analyzing**
 * **Synthesizing**


 * Info Lit Model:**
 * ** define information need **
 * ** locate information **
 * ** process information **
 * ** create/communicate **
 * ** assess **
 * ** literature **


 * Possible Research Tools:**
 * ** Lib Cat **
 * ** Print Encyclopedia **
 * ** WorldBook Online **
 * ** EBSCO **
 * ** CultureGrams **
 * ** AP Multimedia **
 * ** Web Search Engine **
 * ** Web - Selected Sites **


 * Possible Production Tools:**
 * ** Word **
 * ** PowerPoint **
 * ** Inspiration **
 * ** iMovie **
 * ** Digital Camera **
 * ** Scanner **
 * ** Video Camera **
 * ** Digital Video **
 * ** Linear Video **


 * ICCSD Standards:**
 * ** Access information **
 * ** Evaluate information **
 * ** Use information **
 * ** Appreciate literature **
 * ** Pursue personal interest information **


 * Benchmarks:**
 * ** Information need **
 * ** Possible sources **
 * ** Search strategies / techniques **
 * ** Navigation techniques **
 * ** Print / electronic reference **
 * ** Internet **
 * ** Create products **
 * ** Ethical use **