Collaborative+Lesson+Plan_Hogan

**Lesson Plan Template (A.4.2 - Collaborative Lesson Plan)** Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font.

A.3.3 Benchmark - Scenario and Planning
 * Planning **

Lesson Plan Topic

Questioning
 * Reading Comprehension Strategy **

Challenging (High School Students, grades 8-12)
 * Reading Development Level **

Cues, Questions, and Classifying
 * Instructional Strategies **

40-50 Minutes per lesson. Four sessions. This lesson plan is designed for Day One. The plan will introduce the topic (motiviation) and the modeling questioning process (collaboration). Day One: The classroom teacher and school librarian introduce topic to students Day Two: The students conduct research in the school library Day Three: Students work on project in school library and complete the project Day Four: Students present project in small groups in the classroom
 * Lesson Length **

The purpose of this lesson is to use questioning before, during, and after reading information related to the voting process in order to develop an understanding that can be used for practical decision-making in a real world context.
 * Purpose **

Using Web Resources, the students will perform the following tasks: (1) Pose questions before, during, and after reading (2) Categorize and record questions during and after reading (3) Identify, formulate, and record new information, changed perspectives, and unanwered questions (4) Evaluate and assess their understanding concerning the purposes and procedures of the voting process.
 * Objectives **

Questions for the Anticipation Guide:
 * Resources, Materials, and Equipment **
 * At the age of eighteen, I will register to vote.
 * There are no differences between political parties.
 * It does not make a difference what political party controls Congress.
 * My "one vote" will not make a difference in a political election.
 * No matter who is elected, my life will not change.

Biographies and Informational Texts
 * Children’s ** (High School) ** Literature (All Genres) **

**Websites (and Databases)** Reading Material for Day One: Web Resource for //The Student's Guide to Voting:// [] Supplemental Materials and Resources for Day One and subsequent lesson plans: Web Resource for //The Student Voting Guide in Texas//: [] Voting Web Resources: [] and []

Voting and Election Book List: [] [|Knowledge World] This amazing Knowledge world consists of thousands of essential general knowledge on the [|Art and Culture], [|Literature] , [|History] , [|Science and Technolog] y, [|Nature] , [|Sports] , [|Physical education] , [|Special education] and [|General Knowledge].
 * Graphic Organizers (and Rubrics) **

Computers with Microsoft Word and Internet access Digital projector
 * Materials (Other Consumables) **
 * Equipment (Technology)**

Day One: The librarian will prepare the library environment by checking each computer to make sure that it is operational, and connected to the Internet. She will also set up the digital projector. In addition, she will have copies of the Anticipation Guide and Graphic Organizer for each student, which she will distribute at the beginning of the lesson. While the teacher leads the class in brainstorming and questioning activities, the librarian will record and display responses, modeling the lesson procedure. Both the teacher and librarian will monitor student practice. The teacher will distribute Exit Slips and assess them when returned.
 * Collaboration **

Teacher and Librarian Collaboration Assessment Rubric and Checklist:
 * Assessment **

Student Exit Slip for Day One: To be assessed by the teacher when completed.

Assessment of the final project will be done collectively using the Project Rubric. Students will self assess before submission. Teacher will assess using the Content and Use of Language portions of the rubric. Librarian will assess using the Appearance portion of the rubric.

Reading I, II, III 110.47(b) (7) The student reads texts to find information on self-selected and assigned topics. The student is expected to: (A) generate relevant, interesting, and researchable questions; (B) locate appropriate print and non-print information using text and technical resources, including databases; (C) use text organizers such as overviews, headings, and graphic features to locate and categorize information; (D) organize and record new information such as notes, charts, and graphic organizers; (E) communicate information gained from reading; and (F) use compiled information and knowledge to raise additional unanswered questions.
 * Standards **
 * Reading and/or writing **

Writing 110.46(b)(1) Writing. The student uses writing as a tool for learning and research. The student is expected to: (A) use writing to formulate questions, refine topics, and clarify ideas; (B) use writing to organize and support what is known and what needs to be learned about a topic; (C) compile information from primary and secondary sources using available technology; (D) use writing to discover, record, review, and learn; (E) organize notes from multiple sources, including primary and secondary sources, in useful and informing ways; (F) link related information and ideas from a variety of sources; (G) represent information in a variety of ways such as graphics, conceptual maps, and learning logs; (H) compile written ideas and representations, interpret empirical data into reports, summaries, or other formats, and draw conclusions; and (I) use writing as a tool such as to reflect, explore, or problem solve.

(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and (B) assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.
 * Listening and speaking**

AASL Standards Indicators:
 * Develop and refine a range of questions to frame search for new understanding. (1.1.3)
 * Find, evaluate, and select appropriate sources to answer questions. (1.1.4)
 * Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1)
 * Use technology and other information tools to analyze and organize information. (2.1.4)

UNITED STATES GOVERNMENT 113.35(c)(15)(D) Citizenship. The student is expected to analyze the consequences of political decisions and actions on society. 113.35(c)(16) Citizenship. The student understands the importance of voluntary individual participation in the U.S. democratic society. The student is expected to: (A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels; (C) analyze the factors that influence an individual's political attitudes and actions; and (D) compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present. 113.35(c)(17) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to: (A) analyze different points of view of political parties and interest groups on important contemporary issues;
 * Other content areas (NAME them) **

ENGLISH IV / READING 110.34(b)(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic. 110.34(b)(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. 110.34(b)(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.

The teacher and the librarian will collaborate in teaching two of the four AASL Standards throughout the lesson: (2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (3) Share knowledge and participate ethically and productively as members of our democratic society.
 * Information literacy **

The teacher and the librarian will collaborate in demonstrating how to utilize several Web 2.0 Tools in order to anticipate the Closure Activity. Voki Speaking Avatar Instuctions:
 * Educational technology **

Web Resources: [|www.voki.com]; [|www.animoto.com]; [|http://edu.Glogster.com]; [], and http://webtools4u2use.wikispaces.com


 * Implementation **
 * Process ** of lesson implementation is as follows:

Students will complete the Anticipation Guide upon entering the classroom. If time is an issue, this could be done as homework the night before the lesson.
 * Motivation**

Cues and Questions: What is the big deal about elections? Who gets to vote in an election? How do you know who to vote for? You know that elected officials create law, but what difference does it make? Can the outcome of an election affect you at all? Have you done anything today that was required by law? Students brainstorm about the ways in which personal actions are governed by law. The teacher leads the discussion, and the librarian records and projects student responses, creating a visual record of how laws created by elected officials impact students. Referring to the list, the teacher comments that election outcomes do appear to make a difference in students’ lives, concluding with a final question: How can you make a difference in election outcomes?

This lesson will use questioning to guide the search for information, as well as to aid comprehension of the resources as they are read. Students will draw from provided digital resources to explore the idea presented in the first statement on the Anticipation Guide. Students will formulate questions before, during, and after reading, recording them on the Graphic Organizer along with any new information, or insights gained. In subsequent lessons, students will investigate other ideas from the Anticipation Guide, clarify their rights and responsibilities in a democratic society, and create a voting information product.

(1) Identify, formulate, explain, and record thoughts on the Anticipation Guide (2) Raise hand to pose questions during brainstorming session (3) Categorize and record answers on the before and during reading sections of the graphic organizer (4) Identify, formulate, and record new information, changed perspectives, and unanswered questions on the after reading section of the graphic organizer (5) Evaluate and compare their before and after understanding of the voting process.
 * Student-friendly Objectives **

After completing the Anticipation Guide and brainstorming activity, the librarian will project the image of the Student Graphic Organizer 1 while the teacher instructs the students to focus their attention on the first statement from the Anticipation Guide, “When I am eighteen, I will register to vote.” The teacher will ask the librarian if that statement tells her everything she needs to know about the subject. Modeling the questioning strategy, the librarian will then "think aloud," pose the first question and demonstrate to the students how to enter the question in the Graphic Organizer. The students will then access The Student Voting Guide located at GoCollege.com where the introduction will be read aloud by the teacher, and questions posed by students, who will then record the questions following the example being projected by the librarian. Students will continue posing, and recording questions and information while both the librarian and the teacher monitor and assist when necessary.
 * Presentation**

Student participation and practice procedures will be monitored by both the teacher and the librarian. (1) Students will complete the Anticipation Guide. (2) Students will participate in the brainstorming session. (3) Students will complete the K-W-L-Q Graphic Organizer. (4) Students will submit the Exit Slip before the conclusion of the class period for reflection and assessment.
 * Student Participation Procedures **
 * or **
 * Student Practice Procedures **

Both teacher and librarian will collaborate to monitor and guide students' questions, discussions, and the understanding of the importance of completing the Anticipation Guide and Student Graphic Organizer accurately.
 * Guided Practice**

Use a Web 2.0 Tool, or other web resource, to create a print brochure, a flyer, a newspaper, a booklet, a movie slideshow video, a poster, a voki, or a powerpoint presentation as a persuasive tool to portray the importance of voting to your peers. See attached rubric for the assessment of this assignment.
 * Closure**

Web Resource for Exit Slips: []
 * Reflection **

**Extensions** (Moreillon 15) (1) Web Resource for Becoming a Page in the United States Senate: [] (2) Web Resource for the United States House of Representaives Page Program: [] (3) Persuasion Map Graphic Tool for writing a persuasive essay, debate, or speech on the topic of voting: [] (4) Campus-wide Mock Election: Purpose: To demonstrate how participation influences voting outcomes Election Issue: Abolishing the School Dress Code Process: Elect one spokesman to argue abolishing the dress code and elect another spokesman to argue in favor of the dress code

Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.