Collaborative+LP

** ﻿﻿Collaborative LP: Kirsten Bryson and June Jacko **


 * This is the Template for Collaborative Lesson Plan – A. 4.3. **

This is the Graphic Organizer for the Lesson.


The focus of this graphic organizer should be ASKING before, during, and after questions rather than answering questions. ** This is the H-Map (like a Venn Diagram, but different visually) for the Compare/Contrast piece of the lesson (later in the series of lessons). **

Italicize book titles on your H-Map.
 * Assessment Rubric for students - The librarian will assess the citation information while the educator will assess the remaining components. **

This assessment doesn't align with the RCS of questioning. For the "Questioning Matrix" criterion, you are evaluating students on their ability to ANSWER rather than ask questions. I believe you could change the RCS to "Determining Main Ideas" and all of your work would fall into alignment. ???


 * Assessment Rubric for educators - Educators will thoughtfully consider their strengths and needs and note areas where improvement is needed for future collaborations. **

This is an excellent way to self-assess and jointly assess your collaborative work. Brava!

//__Note.__// This lesson is the first in a series of lessons that will eventually lead students to compare and contrast two texts: //A Northern Light// and //An American Tragedy//
 * Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. ||
 * **Planning**

· **Reading Comprehension Strategy** Cues, Questioning, (Comparison/Contrast: future lesson) - Your graphic organizer indicates this is a "questioning" reading comprehension strategy lesson. (Cues - Similarities and Differences - Comparison/Contrast - belong in the "Instructional Strategies" section. See page #13 CS4TRC.)

· **Reading Development Level** Challenging

· **Instructional Strategies** Instructor/Librarian modeling; completion of Graphic Organizer; Think-aloud protocols; whole-group/small-group instruction

The instructional strategies relate to what the students rather than the educators are doing in the lesson. In this case, students are identifying similarities and differences on two category matrices - the before, during, and after questions and the H-Map. See CS4TRC page 13 and the lesson plan you deconstructed.

· **Lesson Length** 50 minutes (entire lesson is 4 sessions)

I was hoping for a summary some place on your lesson that would describe the other four sessions. That way I could make sense of some of the objectives, H-Map, and rubrics.

· **Purpose** Students will read a literary work, research accurate information, write an engaging paragraph, and integrate technology into a presentation of what they found. Eventually, students will compare and contrast two literary works on a similar topic.

· **Objectives** After reading //A Northern Light//, students will be able to:
 * Read and annotate a variety of sources including workbooks, handbooks, newspapers, online journals, magazines, essays, and school or workplace notices.
 * Read a variety of genres that support the writing styles of the paragraph prompts.
 * Provide support for paragraph's topic sentence using relevant examples, facts, and reasons, and observations.
 * Browse library's online catalog and gather background information from books, magazines and other sources.

** Objectives for __this__ Lesson **
 * //After students are introduced to Jennifer Donnelly's __A Northern Light__, they will://
 * Recall a situation in which they saw or knew something and knew they had to take action. (When will they do this in the lesson? It seems like it should be in the motivation/introduction section, but I did not see it mentioned there.)
 * Listen to a booktalk from two educators. (This is not a measurable objective.)
 * Complete the "Before" portion of the Category Matrix, answering what they know (activating schemata) about the story in each row: Who? What? Where? When? Why? How? (This is a mixed bag objective but it does not relate to the RCS you identified for this lesson. You have included background knowledge and main ideas (5 Ws and How), but no questioning as indicated by your graphic organizer. Rather than answering, you are expecting student to answer questions...????)
 * This objective MUST be central to this lesson:
 * Ask before, during, and after questions in order to comprehend the text.
 * Or you must change the RCS to determining main ideas (5 Ws and How).

· **Resources, Materials, and Equipment** **Children’s Literature** · Donnelly, Jennifer. //A Northern Light//. New York: Harcourt, 2003. Print. · Other Literature: Drieser, Theodore. //An American Tragedy//. New York: Signet Classics-Penguin, 2010. Print. · Optional Texts: Brandon, Craig. //Murder in the Adirondacks: "An American Tragedy" Revisited//. Utica, NY: North Country Books, 1986. Print. · Brown, Grace. //Grace Brown's Love Letters//. Herkimer, NY: Citizen Publishing Company, 1906. Print.

**Websites -** Please make these links hot by highlighting the URL and clicking on the "link" tool and marking "Open in a New Window." I did the first one for you. · "A Northern Light Summary & Study Guide." eNotes.com. eNotes, 2010. Web. 21 Nov. 2010. <@http://www.enotes.com/northern-light>. · "Chester Gillette Murdered Grace Brown Inspiring An American Tragedy." trutv.com. Turner Broadcasting, 2010. Web 21 Nov. 2010. . · "The Newspaper Clipping Image Generator." fodey.com. Fodey, n.d. Web 21 Nov. 2010. .

**Graphic Organizers** Category Matrix; (Questioning Graphic Organizer above?) H-Map (for comparison/contrast lesson, later in the course)

**Materials** · Different color highlighters · Pens/Pencils · Category Matrix · H-Map · Rubric

**Equipment** · Overhead · data projector or interactive whiteboard · Computers with internet access, library resources, and Newspaper Clipping Generator software · Printers

· **Collaboration** Educator A, "Who was Grace Brown?" (Wait for/ entertain responses.) Educator B, "Grace Brown was a young lady--not much older than you. What do you have in common with a young girl who lived in the Adirondacks in the early 1900s?" Educator A, "What happened to Grace Brown may shock you. Her story may make you wonder if human beings, whatever the time period, are really that different." Educator B," You will meet another young lady, Mattie Gokey--a fictitious character, an invention of Jennifer Donnelly's--whose life intersects with Grace Brown's, whose fateful employment that summer at the Glenmore, 'the finest hotel of all of Big Moose Lake' (Donnelly 1) forces her to take action." While one educator booktalks Jennifer Donnelly's //A Northern Light//, the other prepares to fill in the "Before" portion of the Category Matrix, answering what they know (activating schemata) about the story in each row: Who? What? Where? When? Why? How?. Students complete the "Before" portion of the Category Matrix.

For a questioning lesson, students would be using the category matrix to ASK rather than answer questions. It is okay for the educators to model what is known from their booktalk but they want to engage students in asking rather than answering questions.

· **Assessment** Category Matrices illustrate the use of questioning to activate prior knowledge and strengthen comprehension. Criteria for types of information, thoroughness, and care is modeled. While one educator fills in the students' responses on the overhead, the other educator walks around the classroom, assisting students and checking for understanding. (This is guided practice.)

· **Standards -** From where do these standards originate? You need to indicate that here. **Reading and/or writing** · 1.1.e. Identifies key concepts and terms that describe the information need. · 4.1.a. Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards). · 5.2.f. Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. · 5.3.a. Selects an appropriate documentation style and uses it consistently to cite sources.

**Listening and speaking** · 1.1.a. Confers with instructors and participates in class discussion, peer workgroups and electronic discussions to identify a research topic or other information needed. · 3.6.a. Participates in classroom and other discussions. · 4.3.d. Communicates clearly and with a style that supports the purposes of the intended audience.

**Other content areas** **Information literacy -** Are these ACRL standards? You need to label them as such. These are not addressed in the lesson described. · 1.1.c. Explores general information sources to increase familiarity with the topic · 2.1.c. Investigates the scope, content, and organization of information retrieval systems. · 2.1.d. Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system. · 2.2.b. Identifies keywords, synonyms and related terms for the information needed.

**Educational technology** These are not addressed in the lesson described. · 2.2.b. Identifies keywords, synonyms and related terms for the information needed. · 2.2.e. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with difference command languages, protocols, and search parameters.

· **Process** **Motivation** One educator ties the upcoming lesson to popular culture. "Tell me about your favorite soap opera or reality show." The educator attempts to elicit responses that evoke love triangles, unscrupulous people, women confined to expected roles, men who seek to advance their position on the coat-tails of wealthy, prominent women. In addition, educators attempt to elicit responses which reveal that there is often an observer to these "secret" actions. What does that observer do? Why? Do you think that is right, wrong? Why? Brava for connecting to popular culture and students' background knowledge. Educators could give an example from a TV show they watched in their young adulthood. Personally, I am thinking Peyton Place here... If educators were from the same generation, they could use think-alouds to model with one show; if they are from different generations, each could share and the other might ask her questions. Remember: Your goal here is to get students asking questions. Once these themes emerge, one educator might say, "Do you believe that people were fundamentally different in other historical periods?" One educator might add, "As you meet the characters in Jennifer Donnelly's work of historical fiction, keep your thinking on this issue in mind." Eventually, we will compare and contrast two literary works which tackle a very real, very tragic murder in the Adirondacks. One educator says, "Now, please l isten closely as I read the 'Author’s Note' from //A Northern Light//." And when I finish, we will ask you for your initial questions about this story.
 * Implementation**

**Student-friendly Objectives** 1. Ask questions before, during, and after reading. (They should be recording questions on the category matrix.) 2. Record answers, as appropriate during the reading, on Category Matrix. 3. Evaluate the importance of questions. 4. Students will be able to utilize library resources to research/answer questions. 5. Students will self-assess their work. 6. Collaborate and communicate with educators and fellow classmates

**Presentation** Educators must model the learning task in the presentation. Ideally, they will use think-alouds. This is a way to maximize the benefits of two educators.

Review the process of completing the Category Matrix. This is where you will demonstrate that you are ASKING before, during, and after questions and indicating answer as appropriate.

Ask students to get with a partner and compare/contrast their matrices. Students will use different color highlighters to indicate the following: (a) If the question was answered in text or author’s note OR by connecting information with own knowledge, or (b) If the box is blank, this question will require research using library resources. Students will then evaluate the information they have filled and determine its usefulness to assist them in understanding the first three chapters (which they will read independently).

**Student Participation Procedures or Student Practice Procedures** 1. Students will participate appropriately in whole-class discussion: turn-taking, listening/speaking, using appropriate language, making relevant comments. 2. Students will listen attentively as Educator reads the “Author’s Note.” (Not a measurable objective) 3. Students will ask questions before, during, and after the reading. YES! Their questions show whether or not they were listening. 4. Students will use different color highlighters to indicate the following: (a) If the question was answered in text or author’s note (yellow) OR by connecting information with own knowledge (blue), or (b) If the box is blank, this question will require research using library resources (green). 5. Complete a self-evaluation of work on the “Before” portion of the matrix.

**Guided Practice**

**Presentation:** What you are describing here should be in the presentation section above. The educators are modeling here. Guided practice is what the educators look for when they are monitoring students' practice.

Category Matrices illustrate the use of questioning to activate prior knowledge and strengthen comprehension. Criteria for types of information, thoroughness, and care is modeled. While one educator fills in the students' responses on the overhead, the other educator walks around the classroom, assisting students and checking for understanding. Educators model the “Who?” portion of the matrix and model the use of the different colored highlighters to indicate if the information was found “right there” in the Author’s Note (yellow highlighter), connected to personal knowledge (use blue highlighter), or needs to research further (green highlighter). · Educators will be modeling effective note-taking and recording answers. · Educators will model the “who?” portion of the matrix and how to differentiate how the information was found (Author’s Note, personal knowledge, or needs research (Is this really research, or do students need to read the rest of the book?) .  · Educators will encourage collaboration and participation in discussion.

Guided Practice is here:

· Educators will assist students while filling out the matrix and ensure that they have a solid understanding of the exercise.

**Closure** Educator A: "Today you met a young lady named Grace Brown. You also met a young lady named Mattie Gokey." Educator B: "Their lives, as presented by Jennifer Donnelly, may seem very far removed from yours." Educator A: "Or, do they?" Educator B: "Before our next session, you will read the first three chapters of the text. As you read, you will be filling in your Category Matrices with information, as you see it is appropriate to do so. Write in complete sentences. Use different color highlighters to indicate the following: (a) If the question was answered in text or author’s note OR by connecting information with own knowledge, or (b) If the box is blank, this question will require research using library resources."

The students must be active in the closure. How can the students summarize what they learned rather than the educators summarizing for them.

**Reflection** At the end of this lesson, students will be able to reflect on the activities completed as well as take a look at what to expect for the rest of the lesson. This entire lesson plan will be four sessions (50 minutes each). Think about how the Category Matrix may have helped you today? Did you and your partner have the exact same information on your “Before” matrix? Why? How will you complete the “During” portion of the matrix? What is your plan? Are there any questions regarding the rubric for the final presentation?

Yes, these are excellent reflection questions.

**· Extensions** (Moreillon 15) · Students could create letters that were written between Grace Brown and Chester Gillette. These letters could include letters from the grave (Grace to Chester) or letters of forgiveness (Chester to Grace) · Students could create storyboards to help compare and contrast a classic piece of literature to a current television show or movie. Oral presentations could be given to showcase their work. · Using Web 2.0 tools, students could create a video trailer for the books discussed in the lesson. Trailers might possibly include some sort of questioning, where fellow students could answer/discuss and use their critical thinking skills. Again, oral presentations and/or posting them on a wiki would be a presentation idea. · Students may be inspired to take part/develop a book reading group where they are able to read a novel and discuss the events.

All of these could lead to further collaborative work between the faculty member and the librarian. These should build on the RCS and other objectives for this lesson.

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||


 * Works Cited**

Brandon, Craig. //Murder in the Adirondacks: "An American Tragedy" Revisited//. Utica, NY: North Country Books, 1986. Print. Brown, Grace. //Grace Brown's Love Letters//. Herkimer, NY: Citizen Publishing Company, 1906. Print. "Chester Gillette Murdered Grace Brown Inspiring An American Tragedy." trutv.com. Turner Broadcasting, 2010. Web 21 Nov. 2010. . Donnelly, Jennifer. //A Northern Light//. New York: Harcourt, 2003. Print. Drieser, Theodore. //An American Tragedy//. New York: Signet Classics-Penguin, 2010. Print. "The Newspaper Clipping Image Generator." fodey.com. Fodey, n.d. Web 21 Nov. 2010.  "A Northern Light Summary & Study Guide." eNotes.com. eNotes, 2010. Web. 21 Nov. 2010. .

“A Northern Light.” Children’s Literature Comprehensive Database. Web. 10 Nov. 2010. . "Information Literacy Competency Standards for Higher Education." 2000. Association of College & Research Libraries. Web. 10 Nov. 2010. <[]>. Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. Moreillon, Judi. 2010. Supplement 5h. “Questioning Matrix.” PDF.
 * Works Consulted **