Assignment+4.1-+Benchmark+Scenario

**Scenario Checklist**
Collaborators: Monica Cantu and Allicia Saldana = **Initial Goals:** = Students will be introducing each other to "Romeo and Juliet" They will research specific background areas of the play, the genre and the writer. They will introduce their findings to the class in order to teach one another in the jigsaw method.
 * Grade Level/Content Area**: 9th grade ELA
 * Roles**:
 * High School Teacher: Allicia Saldana
 * School Librarian: Monica Cantu

=**Initial Objectives:**= to introduce the background of Shakespeare, to introduce the cultural and historical setting of "Romeo and Juliet" ; to understand and identify elements of the genre, to interest students in the play, to improve student research skills and develop an interest in drama, to teach students to cite sources, to teach students how to present findings to others. Which lesson from this unit will you choose to submit for A.4.3?

As you know, the anticipatory set/motivation for this lesson/unit of study will be critical in getting kids hooked on this study. You enthusiasm will go a long way but...

=**Motivation of Collaborators:**= The teacher first approached the librarian in the library with an interest in using a new resource (the library, technology) to approach required reading material (Shakespeare’s Romeo and Juliet).

= **Instructional Goals and Standards** = TEKS: Reading and/or writing: 4) Reading/Comprehension of Literary Text/Drama. Students understand, make  inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. 8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose. (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; (B) differentiate between opinions that are substantiated and unsubstantiated in the text; (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience// ; and // 13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

Listening and speaking (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 taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; Other content areas (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. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question as necessary to refocus the research plan; (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified.

AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 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. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding.

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.2.7 Display persistence by continuing to gain a broad perspective.

1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly.

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed.

2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.4 Demonstrate personal productivity by completing products to express learning.

2.4.3 Recognize new knowledge and understanding.

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 use writing and speaking skills to communicate new understandings effectively. 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. 3.1.6 Use information and technology ethically and responsibly.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others.

3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily.

4.2.1 Display curiosity by pursuing interests through multiple resources.

4.3.1 Participate in the social exchange of ideas, both electronically and in person.

4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning.

You MUST whittle down this list of standards/indicators and determine which ones you will actually assess. Only include the ones you assess in your 40-50 minute lesson plan.

=**Schedule for future collaborative planning sessions:**= The teacher and librarian will meet in the library during the teacher’s planning period.

What is your schedule for completing this assignment for LS5443?

**Lesson Plan Template**: http://cantumg.wikispaces.com/4.3+Collaborative+Lesson+Plan = **Strengths brought to partnership by the librarian:** = Some background knowledge in Shakespeare and his works, including Romeo and Juliet; 2 years experience teaching ELA to 9th graders, motivated to work with new people; highly proficient in technology and Web 2.0 tools, ready to teach students about information literacy; willing to make learning exciting and relatable to students.
 * Lesson Planning Form:** [] The planning form is a work in progress that will be available here: http://cantumg.wikispaces.com/Assignment+4.1+-+Collaborative+Planning+FORM

=**Strengths brought to the partnership by the teacher:**= 7 years experience teaching ELA to 9th graders; strong background knowledge in Shakespeare’s works, including Romeo and Juliet; motivated to try new things; proficient in technology and Web 2.0 tools; willingness to make time for collaboration; eager to encourage students’ information literacy; anxious to teach students in a manner that is relatable and enjoyable.

= **How the administrator has been informed of the collaborative planning:** = The principal of our school has been notified of this collaboration by the teacher during the Teacher Talks on Tuesdays that take place during team common planning time. She has been invited to come in and observe the progress we make once the lesson plan is put in action, depending on her availability. We will also invite her to see some of the finished projects in Mrs. Saldana’s classroom.

One of the most important roles a principal plays is instructional leader. Many principals understand that fostering job-embedded professional development opportunities for teachers can make the greatest impact on their instructional reform efforts. Bravo to principals who encourage instructional partnerships!