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COLLABORATIVE TEACHING PLAN<br />TEACHER/S:  Mrs. Bentheim (Library) and Mrs. Jones  GRADE: 6th SUBJECT: Reading<br />PLAN...
Thanksgiving Inquiry Collaborative Lesson (2)
Thanksgiving Inquiry Collaborative Lesson (2)
Thanksgiving Inquiry Collaborative Lesson (2)
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Thanksgiving Inquiry Collaborative Lesson (2)

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Transcript of "Thanksgiving Inquiry Collaborative Lesson (2)"

  1. 1. COLLABORATIVE TEACHING PLAN<br />TEACHER/S: Mrs. Bentheim (Library) and Mrs. Jones GRADE: 6th SUBJECT: Reading<br />PLANNING PERIOD: 4th Period CURRICULAR UNIT OF STUDY: Thanksgiving Inquiry<br />CONTENT STANDARDS ADDRESSED: <br />CCSD 4.6.1: Identify and explain the use of text features to comprehend, interpret, and evaluate information for specific purposes.<br />CCSD 4.6.5: Use information to answer specific questions; make connections to self, other text, and/or the world.<br />CCSD 6.6.9: Evaluate credibility of resources; write research papers by paraphrasing and summarizing information from primary and secondary sources.<br />CCSD 6.6.A1: Summarize expository information.<br />CCSD 8.6.3: Use public speaking techniques to deliver presentations; express an opinion; defend a position using evidence.<br />INFORMATION LITERACY STANDARDS ADDRESSED:<br />AASL/AECT Standard 1: The student who is information literate accesses information efficiently and effectively.<br />AASL/AECT Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.<br />AASL/AECT Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.<br />AASL/AECT Standard 8: The student who contributes positively to the learning community and to society is information literature and practices ethical behavior in regard to information and information technology.<br />PROPOSED LEARNING ACTIVITIES/ASSIGNMENTS:<br />Webquest: SW explore Thanksgiving topics related to various cultures, traditions, and history components of the holiday. SW use the Cornell note method to jot down main ideas that interest them, as well as supporting details. SW select one idea from their notes that they wish to learn more about.<br />Big6 Research Plan: SW complete the Big6 Research Planning Worksheet (steps 1 – 5) prior to beginning their official research. Teacher and Librarian will meet with students individually to provide guidance.<br />Research and Notes: SW conduct research using CCSD databases, as well as WebPath Express links, and summarize information while noting sources of information for later use.<br />Visual Component: SW create a visual product of choice that best demonstrates his or her new knowledge from the Thanksgiving Inquiry project. (Ideas include diary entries between Native Americans and Pilgrims, collage, recipe book featuring authentic food items, character quilt featuring prominent individuals during this time period, travel brochure to Plymouth Rock, model of the Mayflower, etc. Students are free to choose their visual project. They are not limited to these suggestions.)<br />Presentation: SW share their learning in small rotating groups—workshop format.<br />Reflection: SW reflect upon his or her learning experiences during this inquiry, as well as on new information learned from classmates after each day of presentations.<br />TIMETABLE: <br />10 Days in the School Library (each day is one 50-minute period)<br />Day 1: Introduce project. Provide time for initial webquest.<br />Day 2: Complete webquest and select individual topics.<br />Day 3: Complete Big6 planning worksheet steps 1 – 5. Meet with teacher or librarian.<br />Day 4: Begin research. <br />Day 5: Continue research.<br />Day 6: Complete research.<br />Day 7: Begin visual documentation of learning.<br />Day 8: Complete visual documentation of learning.<br />Day 9: Present first half of projects in workshop format. Student learning reflections.<br />Day 10: Present second half of projects in workshop format. Student learning reflections.<br />RESPONSIBILITIES OF EACH TEAM MEMBER: <br />Both the teacher and librarian are responsible for overall student supervision during each class period, as well as meeting individually with pre-determined students during the initial project planning phase. Other specific duties include: <br />Teacher: <br />Read aloud Thanksgiving-related literature to students beginning about one week before the start of the project to provide students access to varying themes, view points, and information.<br />Enforce classroom and library rules during each class period.<br />Librarian: <br />Pull related books and reference materials for student use prior to initial student research.<br />Remind students how to access WebPath Express.<br />Review the CCSD Acceptable Use policy with students.<br />Student Library Aides: <br />Create a tasteful and visually appealing display of books and artifacts related to Thanksgiving for all patrons to enjoy and learn from.<br />Monitor proper use computers and other library resources.<br />RESOURCES NEEDED:<br />LCD Projector and Projection Screen<br />One Computer with Internet Access for Each Student<br />Student Project Packets<br />Cornell Note Handouts<br />Variety of Relevant Books and Print Library Reference Materials<br />Variety of School-Provided Creative Materials (poster board, markers, crayons, border paper, construction paper, tape, and scissors)<br />STUDENT ASSESSMENT:<br />Total Points Possible = 2,000<br />CATEGORY 250 points200 points150 points100 pointsOrganization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Diagrams & Illustrations Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. Diagrams and illustrations are accurate and add to the reader's understanding of the topic. Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. Notes Notes are recorded and organized in an extremely neat and orderly fashion. Notes are recorded legibly and are somewhat organized. Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders. <br />The following section is to be completed at the conclusion of the collaborative teaching experience.<br />COLLABORATION ASSESSMENT BY TEACHER:<br />What went well?<br />What did not go well?<br />Did students achieve our primary goals?<br />Will we do this activity again?<br />If so, what changes should be made?<br />COLLABORATION ASSESSMENT BY LIBRARIAN:<br />What went well?<br />What did not go well?<br />Did students achieve our primary goals?<br />Will we do this activity again?<br />If so, what changes should be made?<br />

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