Collaborative+Planning+Form

​ Suggested changes and additions are in green. Teacher/Topic: Mrs. Tyson and Mrs. Henderson "Using Children's Literature to Teach Students How to Write a Summary." Dates/Times: December 11th - one session

Content Standards and Information Literacy: 8.1D-Listen to learn by taking notes, organizing, and summarizing spoken ideas. 8.10F-Determine a text's main (or major) ideas and how those ideas are supported with details. (Assessed by both educators while actively monitoring students.) 8.10G-Paraphrase and summarize text to recall, inform, or organize ideas. (Assessed by both educators through rubric evaluations. Mrs. Tyson will assess overall conventions such as spelling, capitalization, punctuation, grammar, and sentence structure. Mrs. Henderson will assess the overall effectiveness and clarity of the summary. Both educators will base their assessments on the rubric criteria.) 8.18B-Generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs. (Assessed by both educators while actively monitoring student progress with the graphic organizers.) 8.19A- Apply criteria to evaluate writing. (Assessed by the students themselves by utilizing the rubric.) ** AASL 1.1 Inquire, think critically, and gain knowledge ** 1.1.6-Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (See below.) (This indicator has been deleted for the lesson plan). 1.3.4 Contribute to the exchange of ideas within the learning community. This will be monitored and assessed by both educators as they move around the classroom. The teacher and librarian are free to offer an idea suggestion if the group needs a starting point. (How will this be assessed and by whom?) 2.1.2 Organize knowledge so that it is useful. The students will demonstrate this in their notetaking on the graphic organizer. 2.1.5-Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. This will be monitored and assessed by both educators as they move around the classroom. Both teacher and librarian are to remind the team about appropriate group behavior in the classoom. (How will this be assessed and by whom?) 2.2.4 Demonstrate personal productivity by completing products to express learning. Both educators will review and assess the graphic organizers as they are completed. If necessary, students will be prompted to add more details by asking additional questions to their group. (How will this be assessed and by whom?) 3.2.3 Demonstrate teamwork by working productively with others. This will be monitored and assessed by both educators as they move around the classroom. Both teacher and librarian are free to assist a team in prompting them on effective team work effort and behaviors. (How will this be assessed and by whom?) 3.4.2 Assess the quality and effectiveness of the learning product.
 * TEKS for 8th Grade Language Arts:**
 * 2.1 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**
 * 3.1 Share knowledge and participate ethically and productively as members of our democratic society.**

I'd like to make a case for this AASL indicator as being crucial to a "determining main ideas" reading comprehension strategy lesson: Organize knowledge so it is useful. **(2.1.2)** Notemaking = organizing knowledge

Without seeing your graphic organizer or rubric it is difficult for me to advise you on your standards and objectives.

Instructional Strategies: 1. Notemaking 2. Summarizing 3. Cooperative Learning

Performance Objectives: 1. Determine main ideas and supporting details. 2. Compose a summary of the assigned text based on main idea graphic organizer. 3. Assess work of self and others with product rubric.

Prior Knowledge: Students must have prior knowledge of main idea, supporting details, and summary. A review of these well be provided as part of the beginning of the session

Assessment Tool(s): Both students and teachers will utilize the same rubric to conduct evaluations of summaries.

Learning Tasks/Educator Responsible: ​ *Review main idea, supporting details, and summary -- Mrs. Tyson
 * Explain main idea graphic organizer -- Mrs. Henderson
 * Model partner reading and filling out graphic organizer -- both
 * Model generating a summary based on information from graphic organizer - both
 * Evaluation on final product utilizing rubric -- both

Lesson Relevance: Students must be able to look at text from a variety of sources and understand the main idea. Students don't realize that they need these skills on a daily basis to effectively communicate with others. They utilize these skills when texting. When someone composes a text message there is a limited space for them to input information. You must be able to include only the important and necessary information in order to make your message clear to the receiver. If a student wants to ask a parent for a video game, they will need to be concise in their presentation. A parent may dismiss a student's request because he/she may be beating around the bush. Coming to a parent with the factual and important information may just persuade them to allow the video game. I'm fairly sure your 8th-graders aren't going to "buy" this. These example will seem too remote to them. When do they apply main ideas? When text messaging? Writing emails? Tweeting? Asking for something from their parents?

Lesson Evaluation/Comments: It is going to be necessary for both educators to have a mock lesson to at least get a good idea of length of time for explanations and modeling. A mock lesson is also important to make seamless transitions from one educator to the next. Yes, until you develop the coteaching dance, this is ideal.

Resources and Materials:
 * Interactive whiteboard - already found within the library
 * Teacher computer compatible with whiteboard - already found within the library
 * Minimum of 5 easy books of historical fiction for students to partner read and summarize - gathered by Mrs. Henderson

Possible titles are as follows: Picture books are a good idea for this lesson. What is the organizing principle/theme that brings these titles together? Cause and effect? Or another text structure? You can tighten up this lesson considerably by selecting books (or articles) that have a relationship to one another. For example: picture book biographies (problem/solution text frame), picture book historical fiction or science texts (cause/effect), or global themes such as overcoming obstacles - which you may be thinking for the books listed below. (I would encourage you to reconsider a few of these titles as been too "elementary" in content. //Ferdinand// will elicit sexuality snickers.) For an example, see the text set in CS4TRC - 3A - http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm

** A Place Called Freedom, by Scott R. Sanders Barefoot: Escape on the Underground Railroad, by Pamela Duncan Edwards Henry's Freedom Box, by Ellen Levine Pink and Say, by Patricia Polacco Sweet Clara and te Freedom Quilt, by Deborah Hopkinson **


 * Handouts of main idea graphic organizer - Created by Mrs. Tyson
 * Handouts of rubric that students and teachers will use to evaluate final products - Created by both educators during collaboration