Collaborative+LP+Lesson+Plan+Template+Page

**Lesson Plan Template (A.4.2 - Collaborative Lesson Pan)**
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.

Day 1 Summary: To introduce the lesson Lisa will bring in some Texas relics that will arouse student interest and get students asking questions about Texas History and tradition. Kara will draw a picture of an Indian paintbrush flower and a blue bonnet. She will draw a Venn diagram on the board to introduce the lesson and create further interest. At this time students may have discussions about why living in Texas is special to them or what they like about living in Texas. The students will offer prior knowledge of these two flowers. Lisa will read aloud //The Legend of the Bluebonnet// by Tomie DePaola. Kara will model how to complete the category web. The students will complete the category web for //The Legend of the Bluebonnet//.

Day 2 Summary: Lisa will read aloud //The Legend of the Indian Paintbrush// by Tomie DePaola. Kara will again model how to complete the category web. The students will complete the category web for //The Legend of the Indian Paintbrush.//

Day 3 Summary: Kara and Lisa will explain to the students procedures for using the Kidspiration software. The students will complete a compare contrast web or Venn diagram using Kidspiration and the category webs completed from the read alouds: //The Legend of the Indian Paintbrush// and //The Legend of the Blue Bonnet//.

Day 4 Summary: Students will be divided into 2 groups. Lisa will take a group to work in the library and Kara will keep a group in the classroom. The students will begin working in their collaborative groups on the writing process (pre-writing, drafting, revising and editing) of their digital story presentations.

Thank you for this clear and concise summary. Your plan shows that you intend to maximize the impact of two educators throughout this unit of study.

1st meeting 11/8/10: during planning from 10:30-11:15. Kara asks Lisa to collaborate on a lesson to build students' background knowledge on Texas legends. Kara does not have an ample classroom library and lacks sufficient materials. Kara approached Lisa in the library on November 8 and had a collaborative planning conversation about possible lessons and materials for building background knowledge on Texas legends. Kara teaches fourth grade and would like to integrate social studies and reading objectives. Kara would like her students to use and build background knowledge to compare and contrast elements of the story while making text-to-text connections between Texas legends. 2nd meeting 11/10/10 after school from 2:30-3:15 : Lisa has suggested the use of two Tomie De Paola books: //Legend of the Indian Paint Brush and The Legend of the Bluebonnet.// Also, to introduce the lesson Lisa will bring in some Texas relics that will arouse student interest and get students asking questions about Texas History and tradition. Kara said she would create the category webs and Lisa said she would create the rubric for assessment. 3rd meeting 11/ 16/10 8:00 P.M. Eastern Time We will plan to meet on Kara's wiki page and discuss filling in the lesson plan template. Final Meeting 11/ 29/10 9:00 P.M. Eastern Time We will talk via the cell phone to discuss final details of the lesson and the rubric before submitting the final product.
 * Planning **

Activating background knowledge to make text-to-text connections. Advancing Identifying Similarities and Differences, Cooperative Learning, Nonlinguistic Representations
 * Reading Comprehension Strategy **
 * Reading Development Level **
 * Instructional Strategies **

Day 5: 1 hour. This lesson focuses on the 5th day.
The purpose of this lesson is to build background knowledge to make text-to-text connections between two legends with Texas connections and to present information learned in a collaborative presentation by creating their own text.
 * Purpose **

After reading the two legends, the students are expected to: 1. Make text-to-text connections between the legends (using a category webs and Venn diagrams). 2. Produce an original legend using bookr in a group setting using background knowledge acquired on days 1-3.
 * Objectives **


 * Resources, Materials, and Equipment **

//Legend of the Indian Paint Brush// by Tomie DePaola //The Legend of the Bluebonnet// by Tomie DePaola You make this "text set" richer by indicating the artifacts you will bring in to stimulate students connections and interest in the lesson.
 * Children’s Literature (All Genres) **

[] What a useful tool! The visual image focus will make it especially attractive to students. Have you used it with good results?
 * Websites (and Databases) **

Category Webs for each story (already completed in days 1 and 2)
 * Graphic Organizers (and Rubrics) **



These are effective and kid-friendly. Brava!

Assessment rubric

This is excellent. For consistency's sake, I would use "category web" rather than "story web" throughout the document.


 * Materials (Other Consumables): ** graphic organizers, student rubric, books, paper, markers


 * Equipment (Technology): ** computers, interactive white board, projector, color printer, scanner, and Kidspiration

The teachers will individually and team teach building background knowledge through text to text connections by comparing and contrasting the two texts //The Legend of the Indian Paintbrush// and //The Legend of the Blue Bonnet//. After having modeled filling in the category web on day 1 and day 2 the teacher will give the students an opportunity to complete. Both teacher and teacher librarian will model how to complete category webs making sure students understand the process. On day 3 both teachers will assist students in completing the creation of an original Venn Diagram or Compare Contrast Web using Kidspiration. On day 4, the class will be split in half, allowing the teacher to assist one group in the writing process and the librarian to assist the other group. On day 5, the teacher and librarian will both assist the groups of students in using bookr to publish their legends. The students, teacher and teacher librarian will assess the final project by using the same rubric. The students will create a collaborative presentation of //The Legend of an Indian Blanket// using background knowledge from the two books read in class. Students will be reminded to refer to the teacher made rubric consisting of the expectations of the assignment including all story components. The teachers will complete the same rubric assessing how well they feel the students did in each category.
 * Collaboration **
 * Assessment **

__** Standards **__ Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Strand 2.1: Skills Indicator 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society Strand 3.1: Skills Indicator 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.

Standard 4: Pursue personal and aesthetic growth. Strand 4.1: Skills Indicator 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading.

Please see the background knowledge AASL indicator suggestion on your rubric. Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 3(A) summarize and explain the lesson or message of a work of fiction as its theme 3(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 6(B) describe the interaction of characters including their relationships and the changes they undergo (19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8)
 * Reading and/or writing **

Please see the background knowledge TEKS suggestion on your rubric.

Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 27(A) listen attentively to speakers, ask relevant questions, and make pertinent comments
 * Listening and speaking **

Social Studies (20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various culture groups in Texas
 * Other content areas (NAME them) **

Brava for the social studies standards integration.


 * Information literacy **

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video
 * Educational technology **

__** Implementation **__
 * Process **

Lisa will remind the students of day 1 when the lesson was introduced when the teacher put up pictures of the blue bonnet and the Indian paintbrush flowers and then drew a Venn diagram asking the kids what the differences and similarities were between the two. Kara will then remind them that we read legends about the two flowers and completed category webs on each. Kara and Lisa will also revisit the Venn diagrams or compare/contrast webs created on Kidspiration. Lisa will explain that today we are going to take the rough drafts created yesterday and make them into a third digital Texas legend. Kara and Lisa will also present an original story they made using bookr to create excitement about using the program.
 * Motivation **

The original story and technology integration will be motivating... Excellent use of two educators.

I can compare and contrast two Indian folk legends. I can build and use background knowledge. I can identify key story elements. I can write my own Indian folk legend with my collaborative group.
 * Student-friendly Objectives **

Students will be reminded to use the story elements they studied from reading the two books //The Legend of the Indian Paint Brush// and //The Legend of the Blue Bonnet// and incorporate these into their story //The Legend of Indian Blanket//. The teacher and teacher librarian will remind the students in order to receive full credit on their rubric for their presentation they should include all key story elements (setting, problem, solution, and character).
 * Presentation **

In the presentation, educators must model the tasks that students are expected to do.To strengthen the presentation, you can have students deconstruct the educators' original story. (You should create it in such as way as to combine story elements from two other familiar stories.)

Students work collaboratively in groups to complete a digital book presentation using text to text connections from previous readings from lessons on days 1, 2, 3 and 4.
 * Student Participation Procedures**

1.Participate in background knowledge and sharing out activities. 2. Collaborate effectively with group to produce digital book on bookr.
 * Student Practice Procedures ﻿ **

**Guided Practice** Actually, this is the presentation. You will be divided into your groups of four from yesterday to work on this project. We will be using the Web 2.0 tool bookr to digitally present your book. You will illustrate your own pictures, and your teacher and the teacher librarian will come around and scan your illustrations when they are finished. They will then be uploaded to your book. Your book needs to consist of at least four pages with each group member contributing to at least one page. Remember to refer to your student rubric for reference. Kara will explain to the students how to create their own story using the digital book maker bookr as Lisa demonstrates how the program works using the projector. (Good use of two educators here.)

Guided Practice

The teacher and teacher librarian are here to help you if you need assistance using bookr. What will you be looking for as you monitor their work? In the guided practice, you should be specific. This helps educators coorindate their assessment of students' progress. Please see the lesson plan you deconstructed and all others in CS4TRC.

Students will share their original digital books with the class. Students will be asked how their books were similar or different to the ones we read in class. Did the category webs that we completed in class help you in your thought process of writing your own book? Share how you liked working with a collaborative group for your final presentation.
 * Closure**

Students are active in the closure. They are summarizing their learning.

Why do you think Native American people made up these stories long ago? Why is it important that we still read them now? What are the key story elements? Your reflection questions need to relate to the learning objectives. Examples: How did applying our background knowledge from one text help us better understand the second text? Did the category webs or the Venn diagram help you the most in comparing the two texts? How did you use your background knowledge from the two texts to create an original story?
 * Reflection**

Students can write a composition responding to //The Legend of the Bluebonnet//. The prompt is: Write a composition about an important toy, object, or other possession that has special meaning to you. Students can write a composition responding to //The Legend of the Indian Paintbrush//. The prompt is: Write a composition about your special talent. Have students read //Legend of Poinsettia// and make their own story //Legend of the Mocking Bird.// Students could make a Glogster of Texas including the state bird, flower, tree etc. Students can partner up with a lower grade level and share their legends with the younger children allowing students to take even more pride in their work. Invite parents for lunch and let students present their digital legends to the parents.
 * Extensions** (Moreillon 15)

All of these extensions lend themselves to further classroom-library collaboration. Brava!

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