CLP+Scenario

=Collaborative Lesson Plan Scenario =


 * Motivation of Collaborators **

Lara Sursa, a first grade teacher, approached Sherry Woolam, the school library media specialist, in the library for help in preparing a lesson plan that combined comparing and contrasting skills with an introduction to the fairy tale genre. The teacher’s initial request was for help in locating variations on the story of the "Three Little Pigs". Note: "Three Little Pigs" is a fairy tale because talking animals adds an element of magic. This story appeared in //The Green Fairy Book// edited by Andrew Lang, which is shelved 398.2 traditional literature section of the library. It is interesting to me (and potentially problematic) that the variants are not shelved in that section of the library.

As a result of the conversation to clarify the teacher’s need, the teacher and SLMS decided this was a perfect opportunity to collaborate on the lesson. The teacher and SLMS realized that by working together to prepare and deliver the lesson plan they could make the lesson more meaningful for the students. By working together, the class can be divided into smaller work groups giving each child more opportunity to be actively engaged as well as increasing educator opportunities to assess student understanding. The educators can also reinforce the concept of cooperative learning by modeling behavior they want students to exhibit throughout the lesson.


 * Instructional Goals and Standards **

Grade Level: First Grade

Initial Goals:
 * 1) Introduce the fairy tale genre
 * 2) Build comparing and contrasting skills
 * 3) Incorporate technology tools into the lesson

Initial Objectives: What reading comprehension strategy will you be teaching?
 * 1) Familiarize students with storytelling variations
 * 2) Identify the similarities and differences between two versions of the “Three Little Pigs" fairy tale and record on a Venn diagram.
 * 3) Involve students in a readers’ theater activity based on “The True Story of the Three Little Pigs”
 * 4) Have students write their own variation of the "Three Little Pigs" fairy tale using technology tools

Content Areas:

TEKS English Language Arts and Reading, Grade 1.

This may be too many for one lesson. You can think about which of these you will actually assess (using your rubric).
 * (1E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
 * (4C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts
 * (12A) use prior knowledge to anticipate meaning and make sense of texts
 * (12C) retell or act out the order of important events in stories
 * (12D) connect ideas and themes across texts
 * (12G) identify similarities and differences across texts such as in topics, characters, and problems
 * (13C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation
 * (14D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts
 * (14G) analyze characters, including their traits, feelings, relationships, and changes
 * (14I) recognize the story problem(s) or plot

Technology Applications, Kindergarten-Grade 2


 * (7A) use software programs with audio, video, and graphics to enhance learning experiences
 * (7B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems

AASL Standards for the 21st-Century Learner


 * 1.1.9 Collaborate with others to broaden and deepen understanding
 * 2.1.4 Use technology and other information tools to analyze and organize information
 * 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view and use, and assess
 * 3.2.3 Demonstrate teamwork by working productively with others.
 * 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
 * Plus**

Review status of current planning form tasks; revise as needed || Meet via IM chat to discuss any issues with planning form; identify tasks and responsibilities for lesson plan || Utilize IM chat to review status of current lesson plan tasks; revise as needed || Decide which partner will submit what documents and files needed to complete assignment || Great plan!
 * A schedule for future collaborative planning sessions**.
 * ~ Collaboration Schedule ||
 * 11/21 || Utilize IM chat to review progress on scenario and fill in any remaining details ||
 * 11/23 || Identify required tasks and responsibilities for transferring known information to planning form ||
 * 11/24 || Utilize IM chat to review scenario against rubric; revise as needed. ||
 * 11/25 || Decide which partner will submit what documents and files needed to complete assignment
 * 11/28 || Review progress on planning form via IM chat; identify next required tasks and responsibilities for completion ||
 * 11/30 || Submit A 4.1
 * 12/02 || Review planning form against rubric and revise as needed ||
 * 12/03 || Decide which partner will submit what documents and files needed to complete assignment 4.2
 * 12/04 || Submit A 4.2 ||
 * 12/05 || Review progress on lesson plan via IM chat; identify next required tasks and responsibilities for completion ||
 * 12/07 || Use IM chat to review status of lesson plan and address partner concerns/questions ||
 * 12/09 || Review lesson plan against rubric and revise as needed ||
 * 12/10 || Utilize IM chat to discuss any final thoughts or concerns
 * 12/11 || Submit A 4.3 ||

**A planning form selected**

http://swoolam.wikispaces.com/Lesson+Planning+Form - Great beginning.
 * Strengths brought to the partnership by the Classroom Teacher:**

The classroom teacher understands the strengths and weaknesses of the class, including the learning styles and individual needs of the students. She brings years of teaching experience including curriculum design and lesson planning to the partnership. The librarian is knowledgeable of print as well as non-print library resources that will facilitate the planning, delivery, and follow up for the intended lesson. The librarian knows the students and is comfortable working with them in either a library or classroom setting. She is also comfortable with planning activities and working with others.
 * Strengths brought to the partnership by the Librarian**:


 * How the administrator has been informed of the collaborative planning in process:**

The classroom teacher and librarian initially scheduled a short conference with the administrator to discuss the collaborative plan. By keeping the administrator informed of their progress through invitations to planning sessions or copying on email exchanges, the educators can gain support and facilitate future collaborative efforts.