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

**Comprehensive Collaborative Lesson Plan Page**
Dr. M.
 * Collaborators:** Janis Hogan and Dámaris Thorn


 * Instructional Level:** Challenging (High School, grades 8-12)


 * Scenario Page and Collaborative Planning Form (A.3.3-Benchmark)**


 * Scenario:** While walking to the parking lot after school one day, the High School Government and Civics Teacher, Mrs. Hogan, mentioned to the librarian, Mrs. Thorn, that she was having a problem getting her students to understand the importance of voting. Mrs. Hogan’s students do not think that casting a vote can have any real effect on them, personally. Seeing an opportunity, Mrs. Thorn volunteered that she had seen research suggesting that a lot of teachers were having the same problem helping students make that connection between “book learning” and real life. She said that she had some information about strategies that had worked well in similar situations. They parted after agreeing to meet to discuss these strategies the next day. As a result, they are collaborating to develop and implement a lesson that will use questions, cues, and advance organizers to develop an understanding of the importance of informed participation in our democratic society.



**__Planning Form Constructed from Rubric__**
__**Date:**__ Monday, November 8, 2010

__**Teacher:**__ **Janis Hogan** __**Subject:**__ Political Elections in the United States
 * __ Librarian: __ Dámaris Thorn**

__**Lesson Goal:**__ The Importance of Being an Informed Voter


 * __Learner Analysis__**: To Vote or Not to Vote, That is the Question. Mrs. Hogan's students are 12th graders that represent a wide range of ability levels and diverse cultural backgrounds. They are familiar with computers and most are comfortable with basic searching and note taking.

__**Relevance:**__ How will voting or not voting affect my life, my family, my friends, my neighbors, and my country? Some say that Hitler won the political election in Germany by one vote. What would have happened if Hitler would have lost that election? Would it have changed world history?

__**Content Standards/Objectives:**__ Texas Essential Knowledge and Skills (TEKS)

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;
 * UNITED STATES GOVERNMENT**

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.
 * ENGLISH IV / READING**

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.

__**AASL Standards/Skills/Objectives:**__ Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions.

Standard 1: Inquire, think critically, and gain knowledge. 1.2 Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

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. 2.1.4 Use technology and other information tools to analyze and organize information.

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. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

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

__**Materials:**__ **[] (accessed on November 9, 2010).** Graphic Organizers: Mrs. Hogan and Mrs. Thorn will collaborate on these two items. Student Assessment Rubric: Mrs. Hogan and Mrs. Thorn will collaborate on this rubric. Teacher/Librarian Assessment Rubric: Mrs. Hogan and Mrs. Thorn will collaborate on this rubric.
 * []**

__**Technology:**__ Possible Web 2.0 Tools: brain-storming and/or mind-mapping tools, note-making tools, powerpoint presentation, voki, and other tools needed during the development and presentation of the lesson plan.

__**Assessment:**__ Two graphic organizers, one self-assessment rubric for students, and one classroom teacher and school library collaboration teaching unit assessment rubric.

__**Teacher Responsibilities:**__ Mrs. Hogan will be responsible to inform Mrs. Thorn concerning the needs of her students, gather and create instructional resources, collaborate in instructional responsibilities, and provide feedback to Mrs. Thorn, the librarian. She will also lead student discussion, model questioning, and assess the completed advanced organizers.

__**Librarian Responsibilities:**__ Mrs. Thorn will be responsible to respond to the needs of Mrs. Hogan's students, gather and create instructional resources, collaborate in instructional responsibilities, and provide feedback to Mrs. Hogan, the classroom teacher. In addition, she will operate projectors, record student responses, and monitor student practice activities.


 * Reading Comprehension Strategy**: Questioning


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

**Collaborative Rubric Work**
**Plus -** Answer each of these items **here** on the rubric. Maintain daily contact with the following deadlines: 11/17 Develop statement of LP Purpose Outline content of Rubrics and Advanced Organizers 11/19 Define the Process for implementation 11/20 Brainstorm and choose Motivation Activity Develop statements of Student Friendly Objectives 11/22 Draft a plan for Presentation of the lesson Develop Procedures for student Participation 11/26 Complete Rubrics and Advanced Organizers 11/29 Identify strategy for Closure Identify opportunities for Reflection 12/1 Brainstorm and choose Extension options 12/3 Additions/Corrections 12/4 Assess with Rubric Correct as needed 12/5 Submit https://nhsreads.wikispaces.com/A.3.3+Benchmark+-+Scenario+and+Planning
 * 1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443: **
 * 2. A planning form selected (provide link to a wiki page with your blank or partially completed form): **

I am organized and precise in my work, and I have little regard for who gets the credit once the work is completed. In addition, I have experience and content area knowledge that are useful when determining student friendly objectives, as well as when constructing lesson materials. I can be depended upon to work steadily and hard until everything is done to the satisfaction of both partners.
 * 3. Strengths brought to the partnership and this lesson/unit by Person A: <span style="font-family: Arial,Helvetica,sans-serif;">Janis Hogan (Teacher) **

I am also very organized, and I like to complete projects using a series of steps and deadlines. I enjoy research and writing about the findings of that research. I am also very excited about the lesson topic that Mrs. Hogan and I have chosen for this project. It is essential to teach high school students the importance of the political process of our country. And in the process, make the learning experience exciting and enjoyable for both the educators and the students.
 * 4. Strengths brought to the partnership and this lesson/unit by Person B: Dámaris Thorn (Librarian) **

<span style="font-family: Arial,Helvetica,sans-serif;">The principal was informed of the collaboration during a campus scheduling meeting in which the librarian <span style="font-family: Arial,Helvetica,sans-serif;">notified him that the library would have to be closed to the student body during the time that the coteaching <span style="font-family: Arial,Helvetica,sans-serif;">lesson is taking place. In addition, a record and description of the collaboration was included in the monthly <span style="font-family: Arial,Helvetica,sans-serif;">Board Book that is submitted to the superintendent.
 * 5. How the administrator has been informed of the collaborative planning in process. **
 * This is not to ask for permission, but rather to 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. **Total from Scenario Rubric (25 points possible):** __

**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) Responsibilities for gathering or creating resources:
 * 3) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * 4) Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * 5) Materials (consumables such as graphic organizers, notemaking tools, art supplies)