Planning+Form

|| || ** Part 1: Rubric A.3.3 - Benchmark – Scenario ** SLIS Students’ Names: Rebecca Neighbors & Ashley Barr (Cooper)__ Scenario/Collaborative Planning Form Wiki URL: http://libraryrebel.wikispaces.com/A.3.3+Collaborative+Lesson+Plan+Benchmark+Scenario+and+Planning+Forms


 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||

Motivation of Collaborators || The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario. || Two of these are missing from the scenario. || All three of these are missing from the scenario. ||

Instructional Goals and Standards || The scenario includes: v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s). || One of these is missing from the scenario. || Two of these are missing from the scenario. || Three or more of these are missing from the scenario. ||


 * Plus -** Answer each of these items **here** on the rubric.


 * 1) A schedule for future collaborative planning sessions. You **MUST** include a real schedule for completing A.4.2 for LS5443: The teacher and librarian do not generally have time to meet during the day before the lesson date because of their conflicting schedules. However, they will work on the lesson plan using Ms.Barr’s Wikispace and will call each other as needed in the evenings if one has an urgent question regarding the lesson. They have arranged for Mrs. Neighbor’s assistant to take over the library two days before the lesson so that Mrs.Neighbors can go meet with Mrs. Barr face to face during her planning period for any “last minute” adjustments that need to be made. ** I'm sure your realize that this really was intended as a planning schedule for the real Ashley and Rebecca. cats **
 * 2) A planning form (provide link to a wiki page):

http://libraryrebel.wikispaces.com/Planning+Form

Ashley is flexible and can adapt lessons to fit with specific learners and situations. Ashley is open to new ideas and does not get upset when things need to change at the last minute. Rebecca has had a lot of lesson planning experience in multiple grade levels. Also her personality type (ENFJ) makes her approachable, flexible, relaxed and easy to work with.
 * 1) Strengths brought to the partnership **and this lesson/unit** by Person A:
 * 1) Strengths brought to the partnership **and this lesson/unit** by Person B:

The librarian has bi-monthly meetings with the administrator to discuss pending collaboration projects. At the next meeting, she will inform him of this project with Ms. Barr.
 * 1) How the “administrator” has been informed of the collaborative planning in process. This is **not to ask for permission**, but rather to inform and build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:


 * Note:** Answer each of these questions here on the rubric (you may want to use a color **other** than black).

**Total from Scenario Rubric (25 points possible):** __

** Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form **|| || ** SLIS Students’ Names: Rebecca Neighbors & Ashley Barr (Cooper)_ **

v Content-area standards – ** including ** a **reading comprehension standard**. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). v S4L objectives (indicators). ** See below. ** || One of these is missing from the planning form. || Two of these are missing from the planning form. || Three or more of these are missing from the planning form. || v At least one graphic organizer. v ** Self-assessment rubric ** for students. v Assessment rubric for educators. (This can be the same but **MUST** be noted as such.) v ** Responsibilities ** for assessment. || One of these is missing from the planning form. || Two of these are missing from the planning form. || All three of these are missing from the planning form. ||
 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * **Understanding by Design: ** ||
 * Standards  And Objectives  || The collaborative planning form includes:
 * Assessment Tool(s) || The collaborative planning form includes:
 * Note: ** Content-area standards & objectives MUST come from district or state curriculum standards.

◦ ** Reading ** ◦ 2.4 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension ◦ 2.6 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: (A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot ◦ ** Writing ** ◦ 2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:(B) use complete sentences with correct subject-verb agreement
 * Content Area Standards **


 * 2.22 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability; (B) use capitalization for: (i) proper nouns (C) recognize and use punctuation marks, including: (i) ending punctuation in sentences

◦ 2.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:(A) write brief stories that include a beginning, middle, and end; ◦ ** Listening and speaking ** ◦ 2.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions. ◦ 2.28 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. ◦ 2.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. ◦ Students will define elements of fairy tales. ◦ Compare and contrast original fairy tales with story variants using a venn diagram. ◦ Students write their own story variant together as a group. Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning. 1.1.6 Read, view and listen for information presented in any format (for example textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding.
 * Content Area Objectives **
 * AASL Standars/Strands/Indicators **

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills. 2.1.2 Organize knowledge so that it is useful.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

Standard 4: Pursue personal and aesthetic growth. 4.1 Skills 4.1.8 Use creative and artistic formats to express personal learning.


 * 5 Additional Points: ** Each of these is listed or described **on the planning form** (**one point each**):


 * 1) ** Relevance ** to students’ lives (Why should students learn this? Why will they care?):
 * 2) Students deal with conflicting stories all the time. They need to learn how to analyze them effectively in order to decipher the messages behind all the different stories.
 * 3) Responsibilities for gathering or creating resources:
 * 4) The teacher will locate the book beforehand and bring it with her when she brings the class to the library.
 * 5) The librarian will prepare the Venn diagram and the YouTube video to watch on the Interactive Whiteboard in the library before the arrival of the class.
 * 6) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * 7) The teacher reads the story aloud and calls on students to participate in filling out the venn diagram and contributing to the class story.
 * 8) The librarian fills out the venn diagram and writes the culminating story at the end of the lesson.
 * 9) Both teachers field questions
 * 10) Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * 11) Technology is used minimally in this lesson to give us another format of the Three Little Pigs story for us to interpret, it is also used as a visual aid and collaboration tool as we work together on our Venn Diagram and our culminating story.
 * 12) Materials (consumables such as graphic organizers, notemaking tools, art supplies)
 * 13) Venn Diagram for each student to keep them focused on the task at hand.