3.2+Benchmarks-+Scenario+and+Collaborative+Planning+Form

=3.2 Benchmarks- Scenario and Collaborative Planning Form=

Scenario Motivation for Collaboration
Dr. M. 9/25 I have been teaching 11th grade English III-American Literature for 8 years and I am wanting to try to add some new ideas to an old favorite. Our librarian Jessica Holland has sent out an email newsletter that has some great ideas for collaboration for the classroom and library. I am going to approach her to see what type of activities and new and different resources that we can integrate into the teaching of //To Kill a Mockingbird.//
 * Motivation of Collaborators**

//9/26// I emailed Jessica and have told her that I am interested in doing a collaborative lesson over the entire novel of //To Kill a Mockingbird//. I am going to bring what resources that I have been using in the past to let her see where I am and what she believes she can help add to this content. //9/28//I have gotten in contact with Jessica and we are going to meet on Thursday in the library after school to discuss how we can work together to add the classic novel //To Kill a Mockingbird.// These are the TEKS that I would like to cover with our entire lesson.

(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; (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.

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. Hurray for an educator who considers the TEKS first! I would guess that most think in terms of objectives... but I am willing to be wrong.

Here is a listing of the Content Area Objectives for this lesson

-The students will be able to: - activate their background knowledge of American Literature to make at least one text-to-text connection between Huckleberry Finn's character and Atticus Finch's character in To Kill a Mockingbird. - make at least one text-to-self connection between a quote from To Kill a Mockingbird and events in their own lives - use their background knowledge of American history or current events to make at least one text-to-world connection between a quote from TKAM and current or historical events. Check your verbs on Bloom's. Where could you choose more descriptive verbs that indicate higher-order thinking. 10/3 Jessica and I decided that we are going to introduce //To Kill a Mockingbird// by using a clip from the video for the students to watch and then giving them a quote from the book. From that point I will lead the students in completing a graphic organizer that they will do in pairs. This will let the students draw on previous knowledge and experiences dealing with issue that the quote evokes. I will model an example first and then let the students give their input. Jessica will walk about the room offering insight into the lesson as necessary. After we as a class have finished our study of //To Kill a Mockingbird,// we will return to the library and Jessica will lead them in an extension activity using the same reading strategy: an inquiry lesson connecting //To Kill a Mockingbird// with real-life events in US History. For both portions of this lesson, the initial lesson and the extension, we will work collaboratively to answer student questions, and to model metacognitive strategies through think-alouds. Please consider how to make a motivational set sticky! The video is good, but I would like to see that as part of the presentation rather than the "motivation." Please see my comments on your graphic organizer.
 * Content-Area Objectives:**
 * Student Graphic Organizer** (to be projected digitally in library and posted to GoogleDocs so students can download and complete on library computers, both as Ms. Waller thinks aloud and as they complete independent pratice):

Please revise the presentation to include BOTH educators providing think-alouds to activate their background knowledge. Remember: Mrs. Holland and Mrs. Waller have different background knowledge. You want to model that for the students, who will also have different background knowledge.

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 what it means to you to be ‘ruled by your own conscience.” To improve, make this specific to connecting to background knowledge. __Give an example of the above:__ from your background knowledge?

Supplement B―Collaborative Planning Sheet, Sample 2
Gwen Waller 11th grade English Jessica Holland, librarian
 * **Preparation** || **Implementation** ||
 * __Teacher/Grade:__

__Dates/Times:__

Fall semester 14-18 days M-F 50 minute periods

__Content-Area Objectives:__

-The students will be able to: - activate their background knowledge of American Literature to make at least one text-to-text connection between Huckleberry Finn's character and Atticus Finch's character in //To Kill a Mockingbird.//

- make at least one text-to-self connection between a quote from //To Kill a Mockingbird// and events in their own lives

- use their background knowledge of American history or current events to make at least one text-to-world connection between a quote from TKAM and current or historical events.

__Content-Area Standards (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;

 (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.

**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.

Will you involve the history/social studies teachers?

__AASL Standards and Strands:__ AASL: Standard 1: Inquire, think critically, gain knowledge.

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.

__Reading Comprehension Strategy:__

Activating or Building Background Knowledge

__Inquiry Component:__

To take place during extension, after having read TKAM (connecting background knowledge of Atticus's character to other real-world civil rights events- see Implementation segment)

__Evaluation Criteria/Tool(s):__

Completed student graphic organizer Rubric for assignment

__Resources Required:__

//To Kill a Mockingbird// (novel) student copies- optional for first lesson //Huckleberry Finn// (novel) student copies Holt/McDougall Textbook

How ill you achieve the "rich" resources criterion on the A.3.3 Rubric?

__Materials Required:__ -Student graphic organizer- popplet ?? -Self-assessment rubric for students - Assessment rubric for educators (will be the same as for students) || Lesson Outline (indicating responsibilities of one or both educators):

Ms. Waller- strengths include many years of teaching American Literature, familiarity with the students in this class and their various reading levels and individual learning styles.

Ms. Holland - strengths include experience collaborating with teachers from a variety of content areas, and experience implementing inquiry processes with students across grade levels and disciplines

__Collaboration and Preparation Responsibilities: [A.3.2 Rubric questions #7 & #8]__
Ms. Waller - Contacted Ms. Holland at the beginning of the trimester to begin collaboration on this unit - Responsible for ensuring students have individual copies of //To Kill a Mockingbird// and //Huckleberry Finn// //-//Created student assessment rubric and exit ticket

Ms. Holland - uses monthly library update email to building principal as a means for keeping administration abreast of teacher/librarian collaboration

-Responsible for student access and technology use issues, such as passwords for GoogleDocs, verifying that school library computers are functioning and have internet access, etc.

- created student graphic organizer, including selecting quote from TKAM - Researched, compiled and organized student pathfinder for extension activity.

__Extension__ (move to relevant section of Lesson plan template later) This will take place later in the semester, after students have completed reading //To Kill a Mockingbird//.

Excellent!

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)

__ Teaching and Presentation Responsibilities: __

Ms. Waller: - leads student discussion of text-to-self, text-to-text and text-to-world connections, modeling and "thinking aloud" to begin filling out the graphic organizer. Students begin by copying her answers, then work in pairs to create their own answers on a new line in the graphic organizer.

Ms. Holland: shows analogous scene from film version of TKAM -projects graphic organizer on smart board - scribes student and teacher answers as they discuss the quote from the book

__Assessment Responsibilities:__

Student graphic organizer, including Web 2.0 comic content- Ms. Waller Inquiry product and process- Ms. Holland || Modified from J. Moreillon, //Collaborative Strategies for Teaching Reading Comprehension// (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.

**A.3.2 Rubric Questions not answered above:**
7: see above 8. see above 9. **Technology tools integration**: Web 2.0 tools (student use of PowToon) Smart board, projection tool (either ELMO or digital projector) Student computers (to complete graphic organizers) 10: **Materials**: Student copies of //To Kill a Mockingbird// and //Huckleberry Finn//, student computers, printouts of graphic organizer if needed (for absent students or those with visual impairments or other modification needs), pathfinders for inquiry extension (again, primarily electronic but also on paper if needed)
 * 6. Relevance:** Students' lives are directly affected by current events and the 24-hour news media discussion of these events. The Trayvon Martin/ George Zimmerman case is only the most recent example of events in which students are likely to be interested, and which relate directly to US history, especially in the domains of race relations and civil and constitutional rights.

Tentative collaboration schedule :
Face-to-Face meeting Thursday 7/25 11:00 am - 3:00 pm Collaborate asynchronously online via wiki to complete A.3.2 by Sunday am to allow for editing A.3.2 submitted Sunday by deadline

A.3.3: - Asynchronous collaboration on wiki Sunday 7/28 - Wednesday 7/31 -Face-to-Face meeting Thursday 8/1 Scheduled for 10:00 am Starbucks in Katy - Asynchronous collaboration on wiki Friday-Sunday 8/4