Assignment+4.1+-+Collaborative+Planning+FORM

For this project, we will be working with a collaborative planning form created by the [|Iowa City Community School District Libraries]. The original collaborative planning form may be found here : []

=Documents=

Student Self-Assessment Rubric For your sources criterion, please consider this rewording to clarify 15 points: Students are missing 1 reliable source (either a website or a database source) You have included various aspects of this project in one rubric. Do you think students' overall scores will be reflective of their accomplishments related to the learning objectives? Sometimes, it is best to have multiple assessments.

Assessment Rubric for Educators This seems like a logical way to divide the assessment. I am assuming you will teach students what constitutes a "reliable" source.

Graphic Organizer - The graphic organizer will be a basic flow chart, with entries for each of the 6 steps in the Big6 process. Students will complete the chart as they move along in their research. - Okay. Will they record notes and citations on this chart, or will they use another tool to do that? Will they document how they are making inferences from evidence in the text and background knowledge/research?

Dec. 7 - Dec. 11 || ELA |||| Course: English I || A. Saldana |||| Unit: Drama || M. Cantu |||| Grades/Periods: 9th/1, 3, 4 || 60 |||| Project Due Date: December 11 || PowerPoint intriguing students to read "Romeo and Juliet" will either focus on the history of the genre, Shakepeare's background, historical period, culture and socio-economic norms or the customs of nobility and courtly love. || Students will present their findings to their classmates. Students will participate in the socratic seminar reflecting on how well the project went and what their preferences were. They will also address which of their inferences from the introductory performance were accurate (Will you need to review or teach what an inference is?) || 3 days in the library, one in the classroom; Librarian will provide: access to internet, computers, multimedia projectors, databases, internet sites, flashdrives, printers, Teacher will provide/students will supply their own: pen, paper, graphic organizer, and film (optional) || Advanced || Big 6 || PowerPoint - Others could also be fun. You might give students a choice... See an Animoto video I created for an inference product examples for my new book: @http://animoto.com/play/xMcbn5iXxztXkRE0VcutbQ || Reading (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: (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 // 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.
 * ** Library Planner ** ||
 * Lesson Length: 4 Days |||| Date of Unit:
 * Department:
 * Teacher:
 * Librarian:
 * Number of Students:
 * **Relevance to Students Lives:** In order to introduce this project, the teacher and librarian will be presenting a brief performance or a video clip of a scene from Romeo and Juliet. Students will be led in a discussion about instances in which they have rebelled against their parents. (Very relevant!) After the brief discussion, the teacher and librarian will discuss how teenage rebellion has been going on for centuries, and in the case of Romeo and Juliet - it was for young love. Students will be invited to learn about how teenagers dealt with love during Shakespeare's era as well as how family status may have played a part in courtship as well. They will be encouraged to learn what it is about this story and its themes that keeps it everlasting and ever-present, most recently seen in the popular Twilight series. Yes! ||
 * Monday - Day 1 || Tuesday - Day 2 || Wednesday - Day 3 || Thursday - Day 4 || Friday - Day 5 ||
 * Introduce project (Scene/ Inferences); share rubric so students know what they need to do to earn each set of points. || Model citing of sources and monitor student progress. || Prepare project using information and citing the original source. Each student in the group should present the slide they prepared. || Students will finalize work on project independent of teachers outside class. || Students will present their final projects to the class in order to motivate them to read "Romeo and Juliet." ||
 * Model ISP and explain external access of resources. || Continue research. ||  || || Teacher and Librarian will each assign rubric values to students' work i.e. Teacher will do content, Librarian will do citing of sources. ||
 * Complete MindMap (?) and negotiation of duties; Begin research. || || || || ||
 * **Initail Goals:** Students will be introducing each other to "Romeo and Juliet" They will research specific topics concerning the 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. How will topics be assigned? (How will groups be formed?) ||
 * **Unit Overview/Content 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. ||
 * ** End Product: **
 * **Assessment:**
 * **Preparation (facility, schedule, resources, equipment, materials needed, etc.):**
 * **Notes:** Decide whether to perform ourselves in costume or to exercise the option of using a film clip (Skit or film clip could be about teen rebellion rather than specifically about R & J.) ||
 * Things to Consider Next Year: Option of doing this project to introduce other literary works - Great! ||
 * **Technology Tools**: Students will use [|www.mywebspiration.com] to create their mindmaps for initial brainstorming as well as [|www.easybib.com] to create proper citations. Students will also use the Internet to find reliable information from credible sources and create an effective PowerPoint presentation. ||
 * Teacher Level of Involvement: High - I need a bit more detail here. On the lesson plan template, you will provide this information in the "Collaboration" section. ||
 * Librarian Level of Involvement: High Ditto. ||
 * Assignment Level:
 * Info Lit Model:
 * Production Tools Used:
 * Production Tools Used:
 * Standards:

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; (Are students doing this? Is so, how will they document it?)  (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.

Information literacy AASL

Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 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. || The teacher will lead in introducing the topic at hand, and the librarian will model creating proper citations. Each day the librarian and the teacher will monitor student progress. They will note what skills need to be reviewed and re-taught at the begining of each day in order to ensure student success. The librarian and teacher will also help groups one on one during the research process. The librarian will actively monitor two groups of five and the teacher will actively monitor two groups of five for each class period. During the teacher's conference period each day they will meet to discuss what issues or anything of particular interest was noted and adjust their teaching styles to meet it.
 * Benchmarks:

Ahhh... This is what I was looking for above. You have indeed achieved a high level of collaboration during the planning, implementation, and assessment stages of this lesson. Brava! ||