Collaborative+Lesson+Planning+Form

Supplement 1B―Collaborative Planning Sheet, Sample 2 - Collaborative Partners - Thelma Nelson & Melisa O'Rear

Your planning form is complete and vary detailed. The prior lessons and extensions situate your main lesson into a unit of study with potential for deep learning. In your plan, you have done anexcellent job of maximizing the impact of two educatorst coteaching.

Only one caution: Will students know that Cherokee people continute to live in Texas and contribute to our shared culture? It is important that we make sure students' understandings include cultural information about the past as well as present-day people. This does not require an in-depth study, but it does require some consideration. If possible, wouldn't having a guest speaker of Cherokee descent at the end of the unit stimulate students' questions?

**Preparation ** **Implementation ** || Nelson and O’Rear – 4th Grade
 * Teacher/Grade: **
 * Teacher/Grade: **

**Dates/Times:** Meetings held via daily via wiki, July 20-30

English Language Arts/ Social Studies/Technology
 * Topic/Curriculum Standards: **

Main Lesson: Students will use knowledge obtained through prior lessons in the unit to develop a greater understanding of the Cherokee culture and the importance of the oral storytelling tradition through the study of selected traditional literature (folktales, myths, and legends), and by the creation of a digital storytelling project.

Initial objective(s): **TEKS**
 * Performance Indicators/Learning Objectives: **

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) summarize and explain the lesson or message of a work of fiction as its theme; and (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.
 * English Language Arts and Reading: **

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(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text. =====

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(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; =====

(17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.
113.6 (1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to: <span style="color: #ff3399; font-family: 'Times New Roman','serif';">(A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and
 * <span style="font-family: 'Times New Roman','serif';">Social Studies: **

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">(13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas;

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (B) identify customs, celebrations, and traditions of various culture groups in Texas; and (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.

<span style="font-family: 'Times New Roman','serif';">**Technology:** <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience

<span style="font-family: 'Times New Roman','serif';">**AASL Standards:** <span style="font-family: 'Times New Roman','serif';"> Inquire, think critically, and gain knowledge. <span style="color: #0070c0; font-family: 'Times New Roman','serif';">1.1 Skills: <span style="color: #0070c0; font-family: 'Times New Roman','serif';">1.1.2 Use prior and background knowledge as context for new learning. <span style="color: #0070c0; font-family: 'Times New Roman','serif';">1.1.3 Develop and refine a range of questions to frame the search for new understanding. <span style="color: #0070c0; font-family: 'Times New Roman','serif';">1.1.9 Collaborate with others to broaden and deepen understanding. <span style="color: #ff3399; font-family: 'Times New Roman','serif';"> Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">2.1 Skills: <span style="color: #ff3399; font-family: 'Times New Roman','serif';">2.12 Organize knowledge so that it is useful. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">2.2 Dispositions in Action: <span style="color: #ff3399; font-family: 'Times New Roman','serif';">2.2.4 Demonstrate personal productivity by completing products to express learning. <span style="color: #ff3399; font-family: 'Times New Roman','serif';"> Share knowledge and participate ethically and productively as members of our democratic society. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">3.1 Skills: <span style="color: #ff3399; font-family: 'Times New Roman','serif';">3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">3.1.6 Use information and technology ethically and responsibly.

<span style="font-family: 'Times New Roman','serif';">**Relevance to Students:** <span style="color: #4f81bd; font-family: 'Times New Roman','serif'; font-size: 11pt;">Students will find the importance of other cultures in their world by learning of the Cherokee people and how this culture shares stories and how those stories relate to their world. In relation to the world of the student; the students will realize how the Cherokee people influenced their world through the questioning process modeled by both educators <span style="font-family: 'Times New Roman','serif';">** [] **
 * <span style="font-family: 'Times New Roman','serif';">Evaluation Tools: **
 * <span style="font-family: 'Times New Roman','serif';">Student checklist for success with digital storytelling project **

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Some of the resources listed below will be used for prior lessons, the introduction to the main lesson, the modeling process, and as examples of student’s finished work. Remaining resources will be used as reference material for students to gather information, or complete lesson extensions, or subsequent lessons.
 * <span style="color: black; font-family: 'Times New Roman','serif';">Teacher assessment for student’s final product **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 11pt;">[|Digital Storytelling Rubric.xls] **
 * <span style="font-family: 'Times New Roman','serif';">Resources: **

<span style="font-family: 'Times New Roman','serif';">__ Print Materials: __

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Claro, Nicole. //The Cherokee Indians//. 1992. New York: Chelsea House Publishers. $20.85 (978-0791016527)

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Everett, Dianna. //Texas Cherokees: A People Between Two Fights 1819-1840.// 1995. Norman, OK: University of Oklahoma Press. $18.85. (080612296X)

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Ross, Gayle. //How Rabbit Tricked Otter and Other Cherokee Trickster Stories.// Illus. by Murv Jacob. 1994. 79p. New York: Harper Collins Publishers. $17.00 (978-0060212858)

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Tapper, Suzanne Cloud. //The Cherokee: A Proud People.// 2005. Berkely Heights, NJ: Enlow Elementary. $17.95 (978-0766024540)

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">For Additional Cherokee Legends & Folktales see <span style="color: #ff33cc; font-family: 'Times New Roman','serif';"> http://tellingtales.wikispaces.com/Cherokee+Legends+%26+Folktales

__<span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Websites: __ <span style="color: #4f81bd; font-family: 'Times New Roman','serif';">WebQuest – Trail of Tears <span style="font-family: 'Times New Roman','serif';">[]

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Texas Indians: Texas Cherokee []

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Oklahoma Historical Society’s The Chronicles of Oklahoma []

__<span style="color: #ff33cc; font-family: 'Times New Roman','serif';">DVD: __ //<span style="color: #0070c0; font-family: 'Times New Roman','serif';">The Trail of Tears: Cherokee Legacy //

__<span style="color: #ff33cc; font-family: 'Times New Roman','serif';">YouTube Videos: __ American Indian Culture: The Cherokee War of East Texas 1839-now <span style="color: #0000ff; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[]

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Two Wolves: An example of digital storytelling <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">[]

__<span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Graphic organizers: __ <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Venn diagram <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Notemaking Graphic Organizer <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Text to Self Connection <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Text to World Connection <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Storyboard template

<span style="font-family: 'Times New Roman','serif';">Materials: <span style="color: #0070c0; font-family: 'Times New Roman','serif';">Interactive whiteboard <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Document camera/projector <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Paper/Pencils/Note cards <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Access to computer lab <span style="color: #ff33cc; font-family: 'Times New Roman','serif';">Headphones with microphones || <span style="color: #365f91; font-family: 'Times New Roman','serif';">Taught by classroom teacher prior to the main lesson: Texas history and impact of the Cherokee people coming to Texas during the time of the “civilization movement” by using a drama play: “The Journey to Texas”.
 * <span style="color: #365f91; font-family: 'Times New Roman','serif';">Prior lessons: **
 * <span style="color: #365f91; font-family: 'Times New Roman','serif';">Lesson #1: **

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Co-taught by teacher-librarian and teacher includes teacher-librarian (O’Rear) reading: //The Cherokee: A Proud People// by Suzanne Cloud Tapper. <span style="color: #365f91; font-family: 'Times New Roman','serif';">Teacher (Nelson) models questioning during reading to engage students in learning. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Teacher (Nelson) and teacher-librarian (O’Rear) model using a Venn diagram to compare our cultures to that of the Cherokee. Teacher-librarian leads discussion while teacher charts feedback.
 * <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Lesson #2: **

<span style="color: #365f91; font-family: 'Times New Roman','serif';">Co-taught by teacher and teacher-librarian. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Students review note making skills, proper use of citations, and evaluation of websites and print material with instruction from the teacher-librarian and teacher as they model each process by exploring websites and print materials featuring Cherokee Natives. Students research the culture using resources provided by the teacher/teacher-librarian and complete notes.
 * <span style="color: #365f91; font-family: 'Times New Roman','serif';">Lesson #3 : **

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Co-taught by teacher and teacher-librarian. Students have obtained background knowledge of Cherokee culture through prior lessons. To motivate students to learn more about the importance of the oral storytelling tradition, and also expand their creativity for the technology piece of the unit, the teacher-librarian shares an oral storytelling from the Cherokee culture. Students then view the YouTube video, introduced by the teacher, featuring another Cherokee story “Two Wolves”, which is presented in digital format. Students discuss the differences in the deliveries of the stories and the effectiveness of each story to the audience. The teacher leads a discussion regarding the connection to the Cherokee culture that is found in the digital images. Both educators will assist student learning through the use of think aloud as they model the use of text-self connection as one educator reviews the story and the other completes the chart on the interactive whiteboard. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Jointly, the teacher and teacher-librarian give students a brief instruction on creating a digital storytelling video by modeling the completion of a storyboard template. The teacher-librarian retells her previous story while the teacher records the information on the storyboard. The teacher-librarian follows up with a discussion on the need for students to observe copyright laws while working on their projects. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Students are then divided into small groups to begin selecting their folktale, legend or myth for their project. After reading their selection, students will begin working on the storyboard. Teacher and teacher-librarian will provide support and feedback throughout the process. When storyboards are complete, students will meet in the computer lab to produce their final project. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Closure: Finished projects are posted on the class website, after students share their projects with each other in the library. <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Students work in small groups and use a Cherokee folktale, legend, or myth and create a reader’s theatre script and share it with other classes in the school.
 * <span style="color: #365f91; font-family: 'Times New Roman','serif';">Main Lesson: **
 * <span style="color: #365f91; font-family: 'Times New Roman','serif';">Extensions: **

<span style="color: #4f81bd; font-family: 'Times New Roman','serif';">Students will select a task from the “Trail of Tears” WebQuest to use as an extension in learning about the Native American Cherokee people.

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Students will apply their new knowledge to write an imaginative story using make believe characters or relate a personal experience to that of the Cherokee people.

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Provide resources in a variety of formats (Websites, DVD, WebQuest) to be utilized in co-teaching/modeling.
 * <span style="font-family: 'Times New Roman','serif';">Nelson (Teacher): **

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Make necessary copies for printed materials.

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Provide student ability assessment to librarian.

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Retrieve assessable R/LA, SS TEKS and AASL standards for lesson.

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Provide any necessary pre-instruction before sessions begin.

<span style="color: #0070c0; font-family: 'Times New Roman','serif';">Teacher will reserve computer lab for students to work on technology component of project.

<span style="font-family: 'Times New Roman','serif';">**O’Rear (Teacher-Librarian):**

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Provides a variety of print resources for students to use throughout the unit plan.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Instructs students on the evaluation of information within resources in the prior lesson.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Models note taking from a website and how to properly cite sources in the prior lesson.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Instructs the class on copyright laws involved with developing digital storytelling projects.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Reserves necessary equipment (headphones w/mics) for completing digital storytelling project.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Provides instruction and support for students and teacher during creation phase of digital storytelling project in the computer lab.

<span style="font-family: 'Times New Roman','serif';">**Both:** <span style="color: #ff3399; font-family: 'Times New Roman','serif';">Teacher and teacher-librarian will assist students with the questioning process by working with small groups, or individuals, and reviewing the progress of their question formation during the research process in the prior lesson.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Jointly, teacher, and teacher-librarian will provide feedback on students’ note making files, and graphic organizers during the process and assess students’ final projects.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Jointly, teacher, and teacher-librarian will review the process of creating a Digital Storytelling presentation.

<span style="color: #ff3399; font-family: 'Times New Roman','serif';">Jointly, teacher, and teacher-librarian will review and assess completed project and make necessary adjustments for future research projects. || Sorry Thelma - my patience is too thin to deal with wiki's wackiness today. I've just attached the planning sheet as a word doc until we get everything filled in then we can recontrust for the final project. I don't have extra time right now. I will email it to your TWU account also. Thanks, Lisa Lisa,

Okay I have added to the doc. and posted it here for you look over, add any new questions and so forth. I know you are so busy and I remember the days.

Thelma, here is the latest. I tried several times to copy & paste this onto our page and even put it in a table but I didn't have any luck. I think this mind map at the bottome might be throwing things off. We may have to move it somewhere else. See the discussion tab for my notes. Thanks, Lisa

Lisa, Here is the latest from me. You are probably right about the mind map, we might think about adding as a link Lisa, I summarized our lesson as I see it this far. I am posting a copy for you to look over.

Lisa, I am sending newly revised copy of our plan sheet without SS. See note at the top of sheet. I hope this fixes the gap in the thought process that I think we were both feeling. Let me know. Thelma



Lisa, Here is a copy of the rubric for digital storytelling.

.