Collaborative+Planning+Page

Hanvey posts Scherrer's Posts Both

Supplement 1C―Collaborative Planning Sheet, Sample 3 Students will summarize information on different cultures acquired through various library resources using the reading strategy of main idea. For Social Studies, students must be able to understand the similarities and differences within and among cultures in different societies. Teacher-Librarian-Collaborate with the SS teachers to set up an i nquiry based research process in order for students to apply critical thinking skills as they summarize information on different cultures where main idea is the reading strategy utilized. Different resources will be provided and utilized i n reference to culture so that students can identify the similarities and differences within and among the different cultures as they obtain new knowledge and how it is relevant to them. As we become part of a larger global society, it is important to understand how culture influences interactions between people as well as nations. Students interact with people from other cultures at school, in their community, and even online. By providing students the opportunity to research cultures to find similarities and differences by using the reading strategy of main idea, we are allowing them to see that while cultures are different, there are also aspects that are similar. These similarities between cultures can help us better understand ourselves and each other.  As the students identify differences among the cultures, this also helps to develop a community of respect and appreciation for one another’s cultures. Think about how you can bring these important global ideas into focus for 6th-graders daily lives. In the motivation for your lesson, hook them on why inter-cultural understanding is important. || __**21st-Century Standards**__ 1. Inquire, think critically, and gain knowledge. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. (Are students documenting this?) 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * **Teacher/Topic:** A. Hanvey (SS teacher); B. Scherrer (SLMS) - Main Idea ||
 * **Dates/Times:** Day 1; 45 minutes ||
 * 1. Why are we asking students to engage in this learning experience? Goals/Standards
 * Relevance to students' lives**
 * 2. What do we want the students to learn? Performance Indicators/Learning Objectives

Does this AASL indicator fit your lesson better than 1.1.7: Organize knowledge so it is useful. **(2.1.2)**

Please add a reading comprehension standard/objective related to determining main ideas.

__Social Studies TEKS__: (15) Culture. The student understands the similarities and differences within and among cultures in different societies. The student is expected to: (C) analyze the similarities and differences among selected world societies; and (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; __**TA TEKS:**__ (4) Information Acquisitions. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software || Learning Experiences (Day 1) Teacher-Librarian will locate and provide electronic and print resources for the students to utilize in their research. The teacher-librarian will also model and teach the students skills for locating information using the online databases and encyclopedias. The CT will model a book walk identifying features found in an expository text. Students will then use sticky notes to label the features that will help them locate information. TL and CT conduct the think-pair-share to model summarizing using main idea 5 Ws. After the TL and CT demonstrate how to use the 5 Ws graphic organizer, the students will be separated into two groups. One group will utilize the databases and online research to find information on culture and complete their graphic organizer with the help of the teacher-librarian. The other group will look through the print resources provided by the teacher-librarian and will use these resources to complete the 5 Ws graphic organizer with the help of the classroom teacher. Brava for parallel teaching - an effective use (in terms of student achievement) of two educators!
 * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator

Learning Experiences (Day 2 and beyond) Students will choose two resources and use notemaking skills to record notes for creating summaries using the five Ws Main Idea reading strategy. (CT and TL will monitor) The CT will be responsible for creating the graphic organizer for this learning experience. CT will model creating a Venn Diagram while TL records information in the diagram. Students will create their own Venn Diagram comparing the similarities and differences of two cultures on the computer using ReadWriteThink.org. (CT will monitor content and TL will monitor technology use) || The students will communicate what they have learned through the completion of the 5 Ws graphic organizer. || Students will be assessed using a rubric with criteria provided jointly by the TL and CT. The students will assess themselves using the same rubric. The CT and TL will create the assessment rubric together.
 * 4. How will they communicate what they learned? Learning Process/Products
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)

Will both educators be responsible for actually assessing student work with the rubric? || The students will need computers and electronic databases, electronic encyclopedias, and a set of expository texts on different countries. Students will need sticky notes and the CT will need a large chart tablet. Everyone will need the assessment rubric. || Thanks for the peek into your collaborative communication. Brava!
 * 6. What resources will the students/we need?