A+3.3+Collaborative+Lesson+Plan

Lesson plan written by Jennifer Jackson and Michelle Lee


 * Chat session 7/29/13 on Google Docs from 10:00am to 12:20pm :** [[file:chat session 7-29-13.docx]]


 * Chat session 7/30/13 on Google Docs from 10:00am to 2:30pm: [[file:chat session 7-30-13.docx]]**


 * Chat session 7/31/13 on Google Docs from 7:00 pm to 8:40 pm.[[file:google doc chat July 31.docx]]**


 * Chat session 8/3/13 on Google Docs from 10:00 am to 10:30 am**. [[file:google doc chat Aug 3.docx]]

Link to lesson plan deconstruction.

Link to scenario and planning page.

** Collaborative Lesson Plan – A.3.3 ** Graphic organizers used with this lesson. Rubrics used with this lesson. Photo and Video Clip Resources used with this lesson

Please see my comments on your documents and resources link. Activating or Building Background Knowledge
 * ==**Planning**==
 * **Reading Comprehension Strategy**
 * **Reading Comprehension Strategy**

Emerging
 * **Reading Development Level**

Identifying similarities and differences Setting objectives and providing feedback Questions, cues, and advance organizers 45 minutes (first day of a 7 day unit of study)
 * **Research-based Instructional Strategies (from Marzano, Pickering, and Pollock, 2001)**
 * **Lesson Length**

The purpose of this lesson is to use background knowledge to make connections to celebrations in students’ lives in particular the 4th of July.
 * **Purpose**

1. Use prior knowledge to make text-to-self connections as they respond to pictures, video clips, and a think-pair-share activity. 2. After reading //Apple Pie 4th of July// by Janet Wong, the students will be able to identify and record text-to-self comparisons on a Popplet.
 * **Objectives**


 * **Resources, Materials, and Equipment**

//Apple Pie 4th of July// by Janet Wong Bibliography: Wong, Janet S., and Margaret Irvine. //Apple Pie 4th of July//. San Diego: Harcourt, 2002. Print.
 * Children’s or Young Adult Literature (fiction and informational books)**

Popplet (Text-to-Self graphic organizer): [|http://popplet.com/app/#/1146152] Holiday Pathfinder (Used in extensions on Day 3): __ [] __
 * Websites (including pathfinders)**

The resources on your Livebinder are good... but I do not favor this tool because there is not an easy way to annotate the links. My opinion: I think we should give learners at least as much information on your pathfinders as Google does when they conduct a free-range search. 2 Popplets
 * Graphic organizers**

Non-explosive holiday poppers that shoot confetti and streamers ;-) Picnic Blanket  Photographs of 4th of July activities  Video Clip of fireworks - [|__http://www.youtube.com/watch?v=6NaiOez3jWw__]  Rubric for students self-assessment and educators assessment of the lesson/unit  Whiteboard
 * Materials**

2 data projectors 2 computers
 * Equipment**

The teacher and the librarian will model how the pictures and video connect with their own experiences. The teacher and teacher librarian will both be able to monitor and assess students during their think-pair-shares of students’ prior knowledge of 4th of July. The teacher and the teacher librarian will split the class in half. The teacher librarian will work with one half and the teacher will work with the other half. This will allow for smaller groups and more participation from students. Each educator will model the reading comprehension strategy of text-to-self connections while reading the book. The teacher and the librarian will be able to monitor and assess their half of the class during the think-pair-shares of the Popplets. Brava! This is an exemplary plan for maximizing the impact of two educators throughout the lesson.
 * **Collaboration**

Holiday Text-to-Self Rubric:
 * **Assessment**


 * **Standards (from the TEKS or other state standards)**

110.13. English Language Arts and Reading, Grade 2 (b) Knowledge and skills Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
 * Reading and/or writing**

§110.13. English Language Arts and Reading, Grade 2, (b) Knowledge and skills (29) 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 that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. (30) 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.
 * Listening and speaking**

113.13. Social Studies, Grade 2 (b) Knowledge and skills. (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; (16) Culture. The student understands ethnic and/or cultural celebrations. The student is expected to: (A) identify the significance of various ethnic and/or cultural celebrations;
 * Other content areas**

126.6. Technology Applications, Kindergarten-Grade 2 (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: <span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(A) apply prior knowledge to develop new ideas, products, and processes;
 * Educational technology**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Standard 1: Inquire, think critically, and gain knowledge. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1 Skills <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1.2 Use prior and background knowledge as context for new learning. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1.6 Read, view, and listen for information presented in any format(e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * Information literacy (or AASL Indicators)**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2.1 Skills <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2.1.2 Organize knowledge so it is useful.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Standard 4: Pursue personal and aesthetic growth <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4.1 Skills <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4.1.5 Connect ideas to own interests and previous knowledge and experience.

**Implementation**

 * **Process**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Have students sit on blankets like they would for a picnic. Give each student some non-explosive holiday poppers that shoot confetti and streamers (remind them not to point it at anyone). Students can then make their poppers go off. Ask the students what holiday this activity reminds them of.
 * Motivation**

The motivation is sticky... but where are the educators in this picture? Do they have unique background knowledge they can share as a cue to students about what this lesson will involve?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. Describe and discuss personal experiences on the 4th of July. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2. Record text-to-self comparisons on a Popplet. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3. Tell a response.
 * Student-friendly objectives**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">In the classroom, present a 4th of July video clip on the data projector. The teacher librarian will share one thing that the video makes her think of or feel. Display photos from July 4th celebrations. The teacher will share one thing that the photos make her think of or feel. Cues and Questions: Ask students what do you do for 4th of July? Why do you think we celebrate 4th of July? Students will then think-pair-share their answers. Students will think-pair-share feelings, memories, and activities about July 4th celebrations that the video clip and photos have inspired. Each student group will share one item from their discussion with the class.
 * Presentation**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Show and discuss the Holidays Text-to-Self Rubric with the entire class to guide their learning for the next part of this day’s lesson and tomorrow’s lesson.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Separate the class into two groups. The teacher and teacher librarian will each work with one group.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Show the students the cover of the book. Read the title and author’s and illustrator's names to the students. Ask the students what they think the book will be about and what evidence helped them come to that conclusion. Students will think-pair-share their thoughts and evidence and then share it with the entire group.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Cue: As we read, think about how the young girl’s 4th of July experiences are similar and different from your experiences.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Read //Apple Pie 4th of July//, pausing to think aloud how the young girl’s experiences are similar and different from your own. Be sure to point out that illustrations can also be helpful when thinking about a story. The educator will record one of her thoughts or feelings on the Popplet.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Read the story again. During the reading, students will hold up 4 fingers when they can make a connection between the characters 4th of July activities and their own 4th of July activities. The educator will pause the story and allow that student to share their connection and then record the idea and the student’s name on the Popplet before continuing with the story.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">After the second reading, the students will think-pair-share how their 4th of July experiences compare to the young girl’s in the book. They will offer their ideas to the rest of the group and the educator will record them on the Popplet along with the students’ names next to their ideas.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. Think-Pair-Share 4th of July experiences. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2. Write the same way you celebrate 4th of July in the middle bubbles. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3. Write a different way you celebrate 4th of July in the outside bubbles.
 * Student participation procedures**


 * or**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students will practice text-to-self in day 2 lesson. Since this is day 1 lesson, students will only be participating
 * Student practice procedures**

Educators will give student as... <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Each student from each half of the class will contribute to at least one idea on the class Popplet. Record the students’ names next to their idea.
 * Guided practice**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Come back together as a whole class. Project the two Popplets next to each other. Have students that were with the teacher librarian form an outer circle and the students that were with the teacher to form an inner circle. This will pair up students with a partner from the other half of the class. Students think-pair-share if there are similarities and differences between the two groups experiences with the 4th of July.
 * Closure**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Put up the rubric for students to assess their contribution for the lesson. Educators will use this same rubric to assess students that were in their half of the class.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">How does our background information of the 4th of July help us comprehend the text? Why do we need to use our background knowledge to compare to new information from text?
 * Reflection**

Exemplary introduction to the inquiry learning that follows...

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students will continue to have student practice and guided practice for making text-to-self connections. Since this topic is a motivation for students, they may have questions about a certain celebration which leads to the inquiry part of the lesson. It is important for students to learn and understand how/why people have celebrations to get an appreciation for different cultures, their own culture, and the reasoning why that day was designated for it originally. Below is an outline of the rest of the unit including the continuation of the reading comprehension strategy and inquiry part of the unit. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Day 2__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Classroom - Divide the class in half again on this day. Today the teacher librarian and the teacher will read //Happy 4th of July, Jenny Sweeney//. Students will make own text-to-self connections. The teacher and teacher librarian will record students responses on the Popplet graphic organizer. Students will complete an exit slip that includes a written illustration connection from text-to-self. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Day 3:__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Classroom - Students will be divided into smaller groups again. Students discuss what different celebrations they know. The teacher and teacher librarian will record their responses. Students will decide which questions they want to find out the answers to. The teacher librarian and teacher will review the notemaking graphic organizer. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Day 4__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Library - The teacher librarian will instruct students on how to use the Holiday Pathfinder to research other cultural/ethnic celebrations. Students will work together in groups to use the Holiday Pathfinder to answer their questions about a holiday. The teacher librarian will briefly review the notemaking tools that the students have previously used. Students will use these notemaking tools during the inquiry process. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">***Students may need extra time/days for finding the answer to their questions or adjusting it as they go. The teacher and teacher librarian can assess at this point if more time is needed before students construct their final projects.*** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Day 5__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Computer Lab - The teacher librarian and teacher will work together to introduce students to a new Web 2.0 tool, Glogster, that they will be using to present the information that they gathered and organized about a holiday. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Day 6__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Computer Lab - The teacher librarian and teacher will work together to assist the student groups as they create their presentation about a holiday using Glogster. (Be sure they incorporate multimedia into their glogs so they provide more information than a paper poster. Why not link these to the classroom or library Web site and share with... the world? Expanding the audience (authentic audience) can increase students' motivation and performance.) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Day 7:__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Classroom - The student groups will present their product to the class. They will then use a rubric to analyze their work and the work of the other groups. The teacher and teacher librarian will also use the rubric to assess students. (It can be tedious to sit through all presentations. Can you give students something to do as they listen/watch? Could they do this in half-class groups?)
 * **Extensions**(Moreillon 15, 17)

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. ||