Collaborative+Lesson+Plan

​A 4.3 Collaborative Lesson Plan

· Reading Comprehension Strategy Using Questioning Strategies to learn about William Shakespeare · Reading Development Level Advanced-9th grade · Instructional Strategies Notemaking, summarizing · Lesson Length 1 session-50 minutes (The complete lesson will require 2 sessions but we are only including session 1 in the template as per the instructions) · Purpose The purpose of this lesson is to use Questioning strategies to comprehend biographical material about William Shakespeare as a means of introducing further study on his works. · Objectives At the end of this lesson, students will be able to 1. Produce questions before reading 2. Work in groups and divide responsibilities and roles 2. Determine what sources they need to use to find the answers to their questions 3. Record answers as they read 4. Reflect on what they have learned and generate further questions 5. Summarize the information learned 6. Describe the process of questioning
 * Follow this lesson plan template. Keep the template text in ** red ** font. Add your information in ** black ** font. ||
 * Planning

· Resources, Materials, and Equipment Websites: [] [] (for Day 2) http://www.wikispaces.com/ (for Day 2) [] [] [] []) [] ( Muriel) [|http://shakespeare.org.uk] (Muriel)

Excellent and appropriate resources for students and educators

Graphic Organizers: Questioning Matrix Graphic organizer examples

The examples of more or less completed graphic organizers are excellent. It is important for students to understand the expectations, and these make it perfectly clear. I do wonder about the requirement that students answer all of the questions they pose. Is it possible they could ask a question for which it would take extensive research (or a total inference) to answer? This applies to your rubric as well...

Materials: Print biographies and collective biographies found in the library

Equipment:  overhead projector (for the modeling of the graphic organizer) An Infocus machine attached to a laptop could be used also to introduce wiki Smartboard for interactive demonstration (for the display of easybib.com) CD player Internet web resources for research Teacher librarian will instruct students to save other research information as needed and send to their personal email accounts in order for them to finish as homework.

· Collaboration  **Classroom Teacher’s Role:** The classroom teacher will prepare the graphic organizers, will jointly introduce the lesson and the relevance of it, will jointly model the organizer and group work with the teacher-librarian on the overhead, and will monitor the student's research. The classroom teacher will also be responsible for grading the completed organizers and the contents of the summaries. The teacher-librarian will collaborate with the classroom teacher regarding which resources are required ahead of time ahead of time (web site suggestions, specific databases, non-fiction and reference books, etc). The teacher- librarian will also provide an orientation to the research assignment, research process, navigation of databases, search techniques, and book marking internet sites. Teacher librarian will jointly introduce the lesson, provide an interactive demonstration of easybib.com using the smartboard, and monitor group work along with the classroom teacher. Teacher-librarian will provide an example of a works cited page and monitor student creation of their own work cited page in anticipation of group participation grade. The teacher-librarian could also annotate a sample paragraph on smartboard identifying important details that differeniate between a summary and main ideas. The teacher-librarian can observe the classroom teacher while grading a few of the completed organizers and contents of summaries to gain a better understanding of the assessment process.
 * Teacher-Librarian’s Role:**
 * (Teacher-librarian will be the chief assessor for wiki use and participation in session 2 of this lesson).** Excellent - Your decisions regarding individual responsibilities for assessing students work are logical based on who is primarily responsible for teaching each lesson/section. 

**Together-**the classroom teacher and the teacher librarian introduce the lesson together with the hook, jointly model the graphic organizer and generate questions with the class in the "before reading" column. Both educators will monitor research, group participation and the recording of sources. Effective use of two educators 

· Assessment Educators will assess student achievement of the standard by their finished summaries. We will assess student information skills through their completed graphic organizers (questioning matrix) and their Works Cited page. Students will self assess with a rubric. Teachers will use the same rubric to grade the work. It is indicated on the rubric what each educator is responsible for assessing. This is good information for students. Brava! 

Rubric - Your rubric is clear and comprehensive. Please see my comment above under graphic organizers. 


 * Note-**It may seem that the Teacher/librarian is not equally responsible for assessment during this session of the lesson. That inequality is balanced out in session 2 of this lesson, in which the Teacher/librarian is the main assessor of wiki use and participation. Brava for thinking this through - and sharing your thinking with me. 

· Standards Session 1 of this lesson assesses Reading, Writing, and Information Literacy (Session 2 would also assess Educational Technology with the use of wikis). **TEKS:** ( 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. (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: (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). (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (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 Standard 1: Inquire, think critically and gain knowledge Indicator 1.1.4: Find, evaluate, and select appropriate sources to answer questions Locate appropriate nonfiction resources by using the library's classification scheme -Select a variety of credible sources in different formats relevant to research needs Indicator 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. -Use technology resources, such as online enclyclopedias,online databases, and Web subject directories to locate information -Use a variety of search engines to do advanced searching Indicator 1.1.9: Collaborate with others to broaden and deepen understanding -Encourage team members to share ideas and opinions Indicator 1.1.3: Develop and refine a range of questions to frame the search for new understanding. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Indicator 3.1.6: Use information and technology ethically and responsibly. Implementation · Process Preparation: Teachers will plan their presentations, assign speaking parts to introduce the hook and select necessary resources. Classroom teacher will need to have the graphic organizers, teacher transparancy, and the examples. Teacher/librarian will provide the overhead and set up the smartboard for interactive easybib.demonstrations. For a more interactive demonstration with the graphic organizer, teacher-librarian use smartboard. Teacher will pre assign groups before students get to the library in order to save time. Motivation: Generations of students continue to gain something from Shakespeare's work. He brought alive shared history and culture the way no other playwright has. His work allows students to build on the past and without any knowledge of history and heritage of what has gone before them, it's hard for them to create today. His work is relevant to student's lives because it helps students think logically (cause and effect factor). There are enormous changes in the lives of students and Shakespeare's style of literature helps prepare them and help them to be able to assimilate these changes. In other words, he assist students in extending their horizons. Questioning strategies will help students approach new subjects of interest and make sure that they comprehended the materials they have read. Hook: Brilliant! You have put yourselves in the students' desks and seen the lesson from their perspective. Pop culture, other media - it doesn't get much better than that. Hurray. Classroom teacher and Teacher-librarian jointly introduce lesson by asking what Taylor Swift, Julia Stiles, the late Heath Ledger, and The Lion King all have in common? They were all involved in adaptations of William Shakespeare's works.Play the song, "Love Story" on cd player. Ask students what is the message in the song.Educators go on to explain how Taylor Swift's song, "Love Story" draws on the tragic forbidden love of Romeo and Juliet as does many current popular works, including Twilight (theme of forbidden love). Julia Stiles played in "O" an urban adaptation of Othello, as well as "10 Things I Hate About You" with the late Heath Ledger, a retelling of the Taming of the Shrew. One main scene from the Lion King, set in Africa, has generally been accepted as an adaptation of Hamlet. After generating interest in pop culture references, plan on showing one or two adaptations after concluding studies on Shakespeare's works. Also, recite some well-known Shakespeare quotes that students have likely heard: "All that glitters is not gold", "All the world's a stage", "Parting is such sweet sorrow", "method in the madness", "my kingdom for a ...", "the green-eyed monster", "heart on my sleeve", "neither rhyme nor reason". Provide parts of additional quotes and challenge students to conduct independent research on some sites to find which works those quotes are from for those who are interested: [], [], []
 * AASL Standards and indicators**

Student-friendly Objectives 1. Participate in guided practice to generate questions before beginning research. 2. In groups, use selected resources to find the answers to the questions formulated. 3. Record them in the organizer. 4. Continue to generate questions, answers, and record during reading. 5. Generate questions after reading for further inquiry 6. Compose a summary of the findings 7. Make a bibliographic record. Presentation Session 1 of lesson unit: Location-Library Educators will introduce lesson with the hook and then the explanation of the assignment. Graphic organizers will be passed out. They will  jointly model the graphic organizer on the overhead and generate example questions with the class. They will show an example of a good organizer and a not so good organizer. Teacher librarian will make resources and materials known, give a brief refresher on searching, and then a short demonstration on easybib.com using the document reader. Both classroom teacher and librarian will assist and monitor group participation, researching, and recording of bibliographic material. Students will be instructed to meet with their groups outside of school and compose a summary of their findings. Educators will hand out rubrics for students to self assess as they complete the assignment. (summaries will be used in Session 2 of lesson when students will learn how to join, discuss, post, and edit on a wiki.)

As you model, remember to intentionally use think-alouds to share your thinking about generating questions.

Student Participation Procedures or Student Practice Procedures: The students will: 1. listen attentively and to introduction and modeling ;-) 2. participate in guided practice 3. divide into groups and define roles and responsibilities 4. search provided resources to answer their information need 5. think aloud in groups 6. complete their graphic organizer 7. use easybib.com to record their Works Cited 8. Compose a summary of the information recorded 9. Self assess with the rubric

Guided Practice In the guided practice students are practicing the strategy you taught in the presentation above. The educators are monitoring for a specific objective, such as practicing think-alouds or recording on their graphic organizers. This is a repeat of the presentation above: The educators will jointly model the graphic organizer on the overhead. Students and educators will generate a few example questions as a class. Educators will also discuss good and poor examples of finished graphic organizers.

This is actually a second presentation (or mini-lesson) because you are introducing a new: Teacher librarian will give a demonstration of easybib.com and also assist students using easybib.com

Closure - Okay but one way to close this first lesson could be to review why questioning helps with comprehension. Ask students to give examples from the small group work. This keeps the focus on the process. Closure for Session 1 of this lesson unit would be the summary composition incorporating all of the information that the students found in their research. Closure is most apparent in Session 2 of the lesson unit, in which the students post their summaries to a class wiki to share with their peers. At a later time, the class can discuss the unanswered questions that groups had generated after the reading.

Reflection - The first three reflection questions could be used on the first day. How do we determine what we want to know about a subject? How do we determine what sources to use and how to search them? How do we effectively work in groups and what are the benefits of collaboration? Why is the ethical use of information important? What connections does this process and/or subject have to my life and this course? What are the benefits of self assessing?

· Extensions (Moreillon 15) As a followup this lesson could be extended to provide students an opportunity to create a video on Animoto using the summaries that they wrote. Wordle could also be introduced and they could put key words about the conflicts involved in Shakespeare's work. Class wiki made in the Day 2 lesson is meant to be a communication tool for all further study on Shakespeare's works and other assignments as well.

Great idea to incorporate Web 2.0 tools.

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||