Scenario+Page

​ Bridget's Post and Angela's Post and Both Dr. M.

You may use this as a checklist. Each of these is included in the scenario (one point each):   Motivation of Collaborators  The classroom social studies teacher has approached the teacher-librarian about a project that she wants to work on with her students in a few weeks. The project will involve the students researching different cultures from various countries. This is a required project and she will need resources for the students to complete this project. The classroom teacher approached the teacher-librarian in the library about this up coming project. The teacher-librarian suggested that the students could come into the library to complete this project and they could work together to help the students with this project. The teacher-librarian would pull text based resources ahead of time and have online resources ready. The classroom teacher also had some ideas about online resources as well. Great - As you both share the desire to integrate technology into your teaching (as cited in your strengths below), you may consider jointly creating a wiki page pathfinder of online resources for this project. Co-creating resources builds relationships and shared commitment.

Instructional Goals and Standards Initial goal(s): Teacher-Librarian-Collaborate with the SS teachers to set up an inquiry based research process in order for students to apply  critical thinking skills i n reference to culture and obtaining new knowledge.  Social Studies - Collaborate with the Teacher-librarian to create a lesson where students will summarize information on different cultures acquired through various library resources. Grade level: Sixth Grade Content area(s): Social Studies

How will a reading comprehension strategy integrate into this lesson?

Standards __**21st-Century Standards**__ 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. 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. __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; and

Focused and appropriate standards (able to be assessed in this project) Plus > Administration was invited to attend the planning sessions <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif;"> during the teacher conference time and after school. In addition, collaborative planning logs were turned in to administration for evidence of collaboration. When weekly lesson plans are due, the teacher-librarian and teacher turn in the collaborative lesson plan along with their regular lesson plans. ** Note: ** This assignment can be turned in as a narrative or as a checklist. v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Use the rubric to self-assess your work. v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> One partner will submit the rubric with the top portion completed and the URL to your scenario wiki page. v<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> The other partner will submit the scenario narrative or checklist (as a .doc).
 * 1) A schedule for future collaborative planning sessions: We will meet on Thursday, November 19th on Meebo at 8:30 to plan a further schedule for collaboration. The TL and CT will meet every Thursday, except Thanksgiving, and Sunday evening at 8:30 for a minimum of 1 hour virtually through Meebo until the project is complete. Additional meetings will be scheduled as the need arises.
 * 2) A planning form selected (provide a blank form as an attachment): [[file:moreillon_lessonplanning1c.doc]]
 * 3)  Strengths brought to the partnership by Person A: The strengths I bring to this partnership are my teacher-librarian experience, my teaching experience, and my gifted and talented specialist training/experience. I love to incorporate  technology into the learning environment, work with co-workers or teams on special projects, and exhibit leadership qualities. I love to develop creative lesson plans and see students engaged in learning activites that they find meaningful.
 * 4)  Strengths brought to the partnership by Person B: The strengths I bring to this partnership are my teaching experience and my experience as part of my campus IB team. Personal strengths include: willing to learn new things, especially how to incorporate   technology into my teaching, completes tasks on time, works well with others, willing to share and incorporate new ideas, and a desire to create engaging lessons that will help my students be successful.
 * 5)  How the administrator has been informed of the collaborative planning in process:
 * Assessing and Turning in Your Work: **



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