Collaborative+Lesson+Planning+Form

Supplement 1C―Collaborative Planning Sheet, Sample 3

Joseph Krupp 8th Grade Social Studies || October 14, 2010 10:00 am - 11:00 am || This lesson is the introduction of the second phase of an eight-week interdisciplinary examination of young people whose lives were affected by the actions of the leaders of their countries. Prior to this, students read //Anne Frank: The Diary of a Young Girl// in English class. They now have six weeks remaining in the unit. In this lesson, students will begin their own research on a leader of a particular country to help them in completing the unit assessment tasks outlined below. In addition to using the Internet resources of this lesson, students will also conduct their research using articles, books, audio and video in both primary and secondary sources. As students continue their research throughout the unit, they will establish and assess their own learning outcomes on a daily basis. At its core, however, this lesson has very simple aims: to provide students with an experience in reflecting on their recent learning, creating their own research questions, assessing their current events and historical knowledge, and beginning their research.
 * ** Teacher/Topic: **
 * ** Dates/Times: **
 * ** 1. Why are we asking students to engage in this learning experience? **** Goals/Standards **

In this lesson, students will be addressing the following learning standards. As they continue their research, they will reflect more formally on these and the standards addressed throughout the entire unit, as shown on the Unit Overview.:

(30) 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: (31) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
 * __113.24. Social Studies, Grade 8__**
 * (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;and
 * (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
 * (D) create written, oral, and visual presentations of social studies information.
 * (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: __S4L Standards:__ **
 * __126.12. Technology Applications (Computer Literacy), Grades 6-8__**
 * (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet.
 * (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and
 * (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.

--1.1.2 Use prior and background knowledge as context for new learning. --1.1.3 Develop and refine a range of questions to frame the search for new understanding. --1.1.4 Find, evaluate, and select appropriate sources to answer questions. --1.1.9 Collaborate with others to broaden and deepen understanding.
 * Standard 1: Inquire, think critically, and gain knowledge.**

--2.1.2 Organize knowledge so that it is useful. --2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**

--3.1.2 Participate and collaborate as members of a social and intellectual network of learners. --3.1.6 Use information and technology ethically and responsibly.
 * Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.**

--4.1.5 Connect ideas to own interests and previous knowledge and experience. || By the end of this lesson, students will be able to:
 * Standard 4: Pursue personal and aesthetic growth.**
 * ** 2. What do we want the students to learn? Performance Indicators/Learning Objectives **
 * think more about how Anne Frank's life was affected by a "larger" historical event.
 * show knowledge of leaders who affected young people, their countries and historical times.
 * gather basic information on people from history.
 * use the Internet for simple research.
 * select a person to research.
 * consider a process for further research ||
 * ** 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator **


 * Task: ** Finding and Collecting Resources
 * Responsibility:** School Librarian, with some assistance from the Classroom Teacher (specific, previously known/used materials


 * Task:** Creating Lesson Resources
 * Responsibility:** Shared, though the Classroom Teacher will prepare the learning space and take a lead role in ensuring that resources are created.


 * Task:** Teaching the Lesson
 * Responsibility:** Shared. Each educator will at various times lead the lesson, with the other educator responsible for taking notes during the discussions. When students are working in groups, each educator will monitor and assist as necessary.

Students will communicate what they learned in two ways: by completing self-assessments after individual lessons (such as the one for this lesson) and by eventually using their research to display their knowledge in the following assessments:
 * Task:** Assessing Student Reflection
 * Responsibility:** Shared. In order to understand how students are proceeding in the lesson and unit, each educator will read and provide feedback on student reflections. Reflecting the team nature of the approach to this unit, educators will assess the students' final assessment products jointly, with the School Librarian participating as another, equal member of the team. ||
 * ** 4. How will they communicate what they learned? Learning Process/Products **

Students will design, illustrate and publish their own work of original fiction based on their country and time period. They will work on this primarily in Art class.
 * Children's Book **

Students will write diary entries for an imaginary young person living in their chosen countries, reflecting that person's thoughts and feelings about the "larger" events influencing their lives. In addition to writing this diary, they will record it and post it to VoiceThread.com. This will be a product done in English class.
 * A Week in the Life of...**

After reading the UN Convention on the Rights of the Child, students will write a letter to the leader of their country discussing the life of a young person in that country at that time. They will do this in Social Studies class once they have completed their research.
 * Letter to the Leader**

At the end of the unit, students will gather all of their information and the three assignments they've worked on and completed to create a museum exhibition. They will install their exhibitions for their middle school peers and, in the evening, for their parents to share their learning and display their expertise. Gathering and displaying the materials will be jointly coordinated by the school librarian and the three classroom teachers. || Students will receive descriptive feedback in order to continue developing their research abilities. By asking questions and expressing their concerns, the students will indicate to the educators areas where they feel they need to develop. Ongoing features of all lessons in this unit will be worksheets and rubrics to gauge progress, in addition to various types of team and self-assessments.
 * Museum Display**
 * ** 5. How will they/we assess their learning? Assessment Criteria/Tool(s) **

The SL and CT will also check the "Did I Meet My Objectives?" to use as the opening of the next lesson. They can focus the students on questions and find answers to them collectively. || For this lesson, students will need the following:
 * ** 6. What resources will the students/we need? **
 * 1) Photographs, where easily attainable in the library collection, of some of the leaders on the list of [|Leaders]. (Note that this will involve systematic searching in the collection and databases to collect at least 8-10 images.)
 * 2) Butcher paper, markers and a whiteboard (divided in two sections), in addition to an LCD projector
 * 3) [|Question Template]
 * 4) Worksheet: Leader-Country [|Matching]
 * 5) One set of laminated [|Leader Cards].
 * 6) Computer access for research. (Note: Netbook computers for classroom use would be ideal, but the class may have to go to the computer lab or library if these are not available. A larger class may have to be split into two groups, but this is not desirable.)
 * 7) [|Did I Meet My Objectives] Self-Assessment form ||