3.3+Collaborative+Lesson+Plan

3.3 Collaborative Lesson Plan Template for Collaborative Lesson Plan – A.3.3 Dr. M.
 * Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. ||
 * **Planning**
 * **Reading Comprehension Strategy:** Activating or Building Background Knowledge
 * **Reading Development Level:** 11th Grade Advanced
 * **Research-based Instructional Strategies (from Marzano, Pickering, and Pollock, 2001)**
 * **Lesson Length:** 50 Minutes. Extension: two 50-minute class periods
 * **Purpose**: This lesson is designed as an introduction to the study of Harper Lee's //To Kill a Mockingbird// and will be co-taught by the school librarian, Ms. Holland, and Ms. Waller, teacher of US Literature. The purpose of this lesson is to stimulate students' background knowledge of Civil Rights issues in the US in order to deepen their understanding of the context in which //To Kill a Mockingbird// takes place. It also serves as an anticipatory activity for further inquiry into US Civil Rights court cases and current events, to be co-taught by the US History Teacher, Mr. Lincoln, as well as Ms. Waller and Ms. Holland, upon the students' completion of the novel.

> - activate their background knowledge of American Literature to compare aspects of Huckleberry Finn's character and Atticus Finch's character in //To Kill a Mockingbird//, making at least one text-to-text connection. [Bloom's : Analyzing] > > - interpret events in their own lives within the context of the lesson, making at least one text-to-self connection between a quote from To Kill a Mockingbird and events in their own lives [Blooms : Applying] - Select and defend at least one text-to-world connection between a quote from To Kill a Mockingbird and current or historical events, supporting their choices using their background knowledge of American history or current events [Bloom's: Evaluating] Excellent
 * **Objectives:** -The students will be able to:
 * **Resources, Materials, and Equipment**
 * Children’s or Young Adult Literature (fiction and informational books):** //To Kill A Mockingbird// by Harper Lee (individual student copies) ; //Huckleberry Finn// by Mark Twain (individual student copies)

projection image of //The Problem We All Live With;// Video of film version of //To Kill a Mockingbird//
 * Other**:


 * Websites (including pathfinders):**

padlet.com, library website (for graphic organizer download for students), and the sites in the pathfinder below.


 * Graphic organizers: [[file:Holland_Waller_GraphicOrganizer.docx]]**


 * Pathfinders**: [[file:Pathfinders for 3.3.revised.doc]]

Please see my comments on your documents.


 * Self-Assessment Rubric for Students for Lesson**

Self Assessment Rubric For Graphic Organizer/Conscience Lesson

__Your Ticket out the Door today is__: Explain in 2 complete orginal sentences when you have had to let your actions be ‘ruled by your own conscience.”

Give an example of how your background knowledge helped you in this situation:

Good

Assessment Rubric for Powtoon
 * Assessment Rubric** for Web 2.0 Powtoon Storyboard (Extension Lesson)

- Student graphic organizer -Self-assessment rubric for students - Assessment rubric for educators (will be the same as for students)
 * Materials:**

Teacher computer, ELMO projector, digital projector, white board or SMART board, student computers with internet access
 * Equipment:**

**Collaboration**: Ms. Holland and Mrs. Waller will model and demonstrate the use of how important the use of our background knowledge is in understanding literature. The modeling responses will incorporate ‘think alouds’, brainstorming and making notes from texts. The educators will be using multiple formats and resources and will monitor students progress throught out the lesson. Both educators will help in the responsibilities of guided practice for the students completing graphic organizers.

Brilliant!
 * Assessment**: All three educators will meet collaboratively to discuss and assess student work on the graphic organizer, the inquiry process, and the final Powtoon product. The grades will be recorded as follows:
 * Student graphic organizer - Grade for Ms. Waller's class
 * Inquiry product and process, including Web 2.0 comic content- grade recorded for Mr. Lincoln's class

**TEKS: 110.33. English Language Arts and Reading, English III ** ( 5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(A) evaluate how different literary elements (e.g., point of view) shape the author's portrayal of the plot and setting in works of fiction;
 * **Standards (from the TEKS or other state standards)**

(2) 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) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.

**TEKS: 113.41. United States History Studies Since 1877(9) History.** The student understands the impact of the American civil rights movement. The student is expected to: (I) describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement.


 * Reading and/or writing:** ELA TEKS
 * Listening and speaking:** N/A
 * Other content areas:** US History

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * Educational technology:** NET*S Standards
 * 1) Apply existing knowledge to generate new ideas, products, or processes
 * 2) Create original works as a means of personal or group expression

AASL: Standard 1: Inquire, think critically, gain knowledge.
 * Information literacy (or AASL Indicators)**

Strand: 1.1 Skills Indicator: 1.1.2: Use prior and background knowledge as context for new learning.

AASL: Standard 4: Pursue personal and aesthetic growth Strand: 4.1 Skills Indicator: 4.1.5 Connect ideas to own interests and previous knowledge and experience.

Although you did not use co-modeling here (I suspect so as not to prejudice students' responses), you did maximize the impact of two educators through co-monitoring. Your motivational set will be quite engaging.
 * Implementation**
 * **Process**
 * Motivation: **__ What Would You Do? __ As students enter the library, Norman Rockwell's painting //The Problem We All Live With // will be projected on the whiteboard, using the ELMO projector and the transparency of the image provided for educational use from the Holt/MacDougall-Littell textbook supplementary materials. Also projected will be a live link to a Padlet wall (URL: http://padlet.com/wall/HollandWaller). Students are asked to use their computers to add post-its to the Padlet wall hypothesizing what they would do if they witnessed the scene depicted in the image (famously inspired by a young Ruby Bridges being walked to school by US Marshalls during the desegregation of New Orleans public schools). Both Mrs. Waller and Ms. Holland will circulate in the library to answer student questions and monitor student engagement.

1. Define what your understanding of "conscience" is. 2. Identify, support and defend connections between Atticus's quote in //To Kill a Mockingbird// and examples of Huck acting on his conscience in //Huckleberry Finn.// Then connect the selected quote to examples in your own life when you have acted on your own conscience, and to examples from US History or current events. 3. Record your answers on the Graphic Organizer template on your computer. 4. Share your answers with your classmates in small groups.
 * Student-friendly objectives:**


 * Presentation:**

This is still motivation: As the students enter the room, they see the Rockwell painting projected upon the wall. The first question they are asked to complete on the Web 2.0 Padlet is 'What would you do?" As the students are completing this task, Ms. Holland and Ms. Waller are walking about helping students who are having difficulty or are in need of modifications because of IEP's.

Presentation: Mrs. Waller will begin the discussion by reading some of the answers that are displayed on the padlet. By having the picture present when you walked in the room, the class can think aloud about the following questions. "What background knowledge do we have to have to answer this question?" "What do we already know? Anything?" "What do we wonder is happening?" Students can add to their first responses.

Ms. Holland will then come and explain the background of the painting and the history behind it being painted. She will discuss the book that the students have already read and how this pertains to what we will be learning in the next few days. She will ask the students 'What did you learn? Did it change how you look at the picture now that you know the background?"

How can you maximize the impact of two educators in the same room at the same time? This presentation could have easily been provided by just one educator. Do Mrs. Waller and Ms. Holland have different background knowledge related to the Civil Rights Movement? How can you show a diversity of responses?


 * Student Practice Procedures and Guided Practice:**

This is still presentation. The educators are presenting information:

Next Mrs. Waller will read the excerpt from //To Kill a Mockingbird// that deals with one's conscience. The students will then get in pairs for the rest of the lesson. On the Smartboard, the educators will show the short film clip from the film version of //To Kill a Mockingbird// that coincides with the selected piece of study. After the film Ms. Holland will lead the students in using Padlet to brainstorm ideas in their pairs that will make text-to- self connections, asking such questions as "Have you ever felt this way?" and "Have you ever read or seen anything in a movie that has a similar circumstances?" During this time, Mrs. Waller is walking about helping student and giving her own examples to help bring another aspect to the lesson with her background knowledge.

Next Mrs. Waller will discuss the word conscience and its meaning. This will begin the text-to-text connection of the lesson. Teacher questions include "How many of you know who Jiminy Cricket is?" "What relation did he have to Pinocchio?", "What other stories have we read in class or you have read that you can use to answer these questions?" The students will brainstorm within their pairs for examples.

Ms. Holland will follow up with with the text-to-world section by asking and modeling examples for the students to add to their next brainstorming session. "What do you believe the author was trying to say with this quote?" "Was the author trying to get another idea across that is deeper than the quote?" "Does looking at a bigger picture help you understand the quote or hinder your thoughts?" As the students are finishing up their brainstorming on each section, Mrs. Waller will be providing the graphic organizer for each student to fill out. They may use the information that their group has come up with to help them complete their individual organizer.

Why doesn't Mrs. Waller model filling out the graphic organizer while Ms. Holland is modeling text-to-world connections?

Guided Practice

Mrs. Waller and Ms. Holland will both be walking around at this point so that they are readily available to help students who are having difficulty or have questions about a certain section of the graphic organizer. Once the students have completed the graphic organizer, they will need to complete the ticket out the door as an individual.


 * Student participation procedures:**
 * 1) Students will add to the Web 2.0 Padlet
 * 2) Students can raise hand to add information to the think alouds.
 * 3) Students record answers and complete in pairs graphic organizers.
 * 4) Student use background knowledge gained from lesson to complete and hand in ticket out the door.


 * Closure**: Students share their examples from the graphic organizer with their partner, and then with one other group.

Brava for active students during the closure.


 * Reflection: ** Students will reflect on the lesson by completing an "Exit Ticket" as they leave the classroom. They will reflect on the extension activity by going over their PowToon project using the rubric to ensure they have met all the objectives. (See below for rubric).

Educators will reflect on the lesson and the extension lesson by discussing outcomes in their collaborative meeting, including areas for improvement in subsequent semesters as needed.

The principal, who will be invited to attend and evaluate both portions of the lesson, including student presentations of their PowToon products, will be invited to reflect upon both the student and teacher contributions to the lessons. She will also be provided with a copy of the lesson plans, including student rubric for the PowToon extension product.


 * Extensions**: Later in the semester, after students have finished reading //To Kill a Mockingbird// in Ms. Waller's class, she will schedule follow-up collaborative time with Ms. Holland to engage students in the extension lesson as described below:

Students will go through the Stripling inquiry process to investigate real-world court cases related to racial discrimination, developing questions to connect their reading of //To Kill a Mockingbird// to these cases (Text-to-world connections). Their product will be a web 2.0 cartoon based on their inquiry, answering the overarching question: What would Atticus have to say to Scout if he were the prosecuting or defense attorney in another controversial race-related court case?

Connect: Review early graphic organizer from pre-reading lesson

Wonder: If To Kill a Mockingbird took place in the 1960s, the 1980s or today, how would Atticus explain his point of view to Scout?

Investigate: Court cases related to racial discrimination (librarian helps by creating a pathfinder of resources, including subscription databases, websites and other age-approrpriate resources).

Construct: Use background knowledge of Atticus's character traits to create an imaginary quote from the character about a different court case, explaining it to Scout.

Express: Create a cartoon using PowToon to share this new quote with the class, librarian and teacher Reflect: Self-assessment of quote (using graphic organizer provided by teacher and librarian)

Excellent! But I am not sure what the content (in terms of the text-to-world connections) is for the storyboard because it is not specified on the rubric. I assume they need to cite specific court cases and relate them to the overarching question above, yes?

Assessment Rubric for Storyboard Web 2.0

Lesson plan format from: Moreillon, J. //Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact//.. Chicago: ALA Editions, 2013. Moreillon, Judi. //Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact//. Chicago: ALA Editions, 2012. || Works Consulted:

//Empowering Learners: Guidelines for School Library Programs//. Chicago, IL: American Association of School Librarians, 2009. Print.

Lee, Harper. //To Kill a Mockingbird. // New York, NY: Harper, 2010. Print.

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: American Library Association, 2012. Print.

"National Educational Technology Standards." NETS for Students. International Society for Technology in Education, n.d. Web. 2 Aug. 2013.

Rockwell, Norman. //The Problem We All Live With.// 1963. Norman Rockwell Museum Collections, Niles, IL as reprinted in Allen, Janet. //Holt McDougal Literature: Texas American Literature.// [Evanston, Ill.]: Holt McDougal, a Division of Houghton Mifflin Harcourt, 2010. Print.

Texas Education Agency. Texas Adminsistrative Code: Part II. Texas Education Agency. Web. <http://ritter.tea.state.tx.us/rules/tac/>.

<span style="font-family: Arial,Helvetica,sans-serif;">//To Kill a Mockingbird.// Dir. Robert Mulligan. By Horton Foote. Perf. Gregory Peck, Mary Badham, and Phillip Alford. Universal-International, 1962. Film.

<span style="font-family: Arial,Helvetica,sans-serif;">Twain, Mark, and Victor Fischer. //Adventures of Huckleberry Finn: Tom Sawyer's Comrade.// Berkeley: University of California, 2001. Print.