Scenario+and+Collaborative+Planning+Form

Comprehensive Collaborative Lesson Plan Page
Lesson Plan Template Page
 * Collaborators:** Christine Robinson (School Librarian) and Rebecca Perez (4th Grade Teacher)
 * Instructional Level:** 4th Grade-Reading
 * Scenario Page and** **Collaborative Planning Form Page**

Ms. Rebecca Perez, a fourth grade teacher, has approached the school librarian, Ms. Robinson, in the school library at Caldwell Elementary to collaborate on a "determining main ideas" lesson. Teaching main idea is a current skill in the 4th grade ELAR curriculum and Ms. Perez would like help choosing an appropriate book and small group lesson to reinforce the concept. Ms. Perez would like the students to be able to determine main idea after reading expository text. She would like the students to provide details from the text to support the main idea.
 * Scenario:**

 This is a plausible ONLY if scenario if the librarian has done her homework of educating faculty and administrators about the potential of classroom-library collaboration. In many school environments, it will be up to the librarian to make the first move.


 * ** Teacher/Topic: Ms. Perez and Ms. Robinson/Determining Main Idea of an expository text ** ||
 * ** Dates/Times: Monday, November 8th-Wednesday, November 10th/9a.m.-10a.m. ** ||
 * 1. Why are we asking students to engage in this learning experience?

__TEKS__: 4.18A(i) create brief compositions that: establish a central idea in a topic sentence 4.11A summarize the main idea and supporting details in text in ways that maintain meaning __ AASL Standards: __ Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 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. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills. 3.1.5 Connect learning to community issues. Goal: The students will learn about determining main idea and details after reading an expository text. What about S4L: Organize knowledge so it is useful. (2.1.2) One has to be able to determine main ideas in order to organize information. ||


 * 2. What do we want the students to learn?

Learning Objectives:

The students will complete a graphic organizer determining the main idea and details of an expository text. (Using Webspiration? Will you teach them how to arrange a web to indicate these relationships?) The students will compose a paragraph reinforcing their understanding of main idea and details.

Students need to be able to determine main idea in order to comprehend what they are reading and organize details. This same skill is used for paraphrasing, summarizing, taking notes, and writing organized compositions.

Performance Indicators:

Graphic Organizer (what kind?) and written paragraph || The teacher will present a lesson on determining main idea and details. Then the librarian and teacher will model partner reading of an expository text and discussing what each section is about for comprehension checks. The students will partner read the selected expository text, changing readers at each new heading/page as appropriate. The teacher will model completing the graphic organizer on the SmartBoard for her selection. (using Webspiration? This is unclear to me.) The students will complete their graphic organizers in the computer lab on Kidspiration as the teacher and librarian monitor.
 * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator

On the second day, the teacher will model writing a paragraph using a graphic organizer. (What kind?) The students will complete their own graphic organizer and write paragraphs. The librarian will monitor paragraphs while the teacher pulls students back for reteach as needed.

Students will evaluate their paragraphs with a rubric. The teacher will model this. The teacher and librarian will assess paragraphs with the rubric. ||
 * 4. How will they communicate what they learned? Learning Process/Products

The students will complete a graphic organizer and write a paragraph with a strong topic sentence (main idea) and details. ||
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)

Students must accurately complete the main idea/details of an expository text graphic organizer. Students will self-assess their writing using a rubric. || expository book(s) on environmental/community issues (librarian's responsibility) graphic organizer (jointly created) rubric for educator and student assessment (jointly created) SmartBoard (in classroom) computer lab reserved (teacher's responsibility) ||
 * 6. What resources will the students/we need?

Extension: Here is a possibility for a graphical representation of main ideas and supporting details... What about a Wordle to illustrate students' writing. Main ideas will be in larger font and support details in smaller font. This can be accomplished with Webspiration at the end of the lesson as well.