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Elementary Collaborative Lesson

Elementary Collaborative Lesson

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Published by: stacimnovak on Apr 04, 2012
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Staci Novak LI 876Collaborative Instructional Lesson
All about Animals: Research Using Britannica Online
Grade Level
: Fourth Grade
Required Resources:
Resources for this lesson include Promethean board, laptops for eachstudent, Iowa AEA Online cards with username and passwords, and graphic organizers.
In their class, the fourth grade students are learning all about animals. The classroomteacher would like the students to research an animal and then write an informative paragraphusing information they learned from their research. The teacher librarian will show the studentshow to use an online resource sponsored by the school district, Britannica Online, and assiststudents with their research notes and then organizing those notes onto a graphic organizer whichwill aid them in writing their informative paragraph. The teacher librarian will also discussplagiarism with students, and begin to explain how to cite sources. This online encyclopedia willbe a continued research throughout their time at Taylor Elementary school.
Projected Time Frame:
Students’ library lessons are generally twenty minutes. If I were
actually working in this school with the teacher I would say it would take three lessons. With thelimited time for the practicum, the sixty minutes of instruction and assistance by the teacherlibrarian will be spent in one day. The students will have approximately one week to completetheir informative paragraph for the classroom teacher.
Content Area Standards:Language Arts:
Summarize non-fiction text. Use text features to get information (sectionheadings, captions, maps, graphs, tables, diagrams, index). Use a dictionary or context clues tofind meanings of words. Create a published piece of writing by using the 5 stages of the writingprocess. Write for different purposes. Write a paragraph using correct grammar, capitalization
and punctuation throughout. Identify and summarize important facts.
Summarize and share the evidence from scientific investigations.
Use a word processor to write a paragraph using correct grammar, capitalizationand punctuation throughout. Use technology tools to gather, organize, graph, and interpret data.Use an online dictionary and thesaurus. Cite the sources I used to research.
Use a dictionary, encyclopedia, or atlas to answer questions, asking for help whenneeded. Use computer resources to find information. Understand the importance of accurateinformation, with adult help. Take notes and summarize from a reference or nonfiction source orcomputer resource.
 Information Literacy:
Use prior knowledge to determine the need for information (1.1.2).Develop and use successful strategies for locating information (1.1.4/1.1.5). Determine accuracy,relevance, and comprehensiveness (1.1.5). Select information relevant to the problem or questionat hand (1.1.5/1.1.7). Derive meaning from information presented in a variety of formats (1.1.6/1.1.7). Organize information for practical application (2.1.2/4.1.6). Integrate new informationinto current knowledge (2.1.1/2.1.3/2.1.6). Use technology effectively to organize, present anddocument research findings (2.1.4/3.1.4). Respect intellectual property rights and understands theneed for documenting sources (3.1.6). Use technology and resources responsibly (3.1.6). Work independently and in groups to pursue information to solve problems (1.1.9/2.1.5/3.1.2). Applycritical thinking skills when reading, viewing, and listening (4.1.2). The AASL nationalstandards are in the parenthesis.
Cooperative Teaching Plan:
The classroom teacher will introduce the writing assignment andexplain to students what they are supposed to research. The classroom teacher will also teachstudents how to organize their paragraphs using the school e
ndorsed “Write Tools.” He willteach them about the purpose of writer’s and that they are either to inform, to persuade, or entertain. The students’ purpose for writing their paragraph will be to inform. The classroom
teacher will grade the products using a 1, 2, 3 grading scale where a 1 means the paragraph didnot meet expectations, a 2 means they are working towards expectations, and a 3 means they met
expectations. The teacher librarian will teach the students how to find the facts for theirinformative paragraph using Britannica Online. She will give an overview of how to use theonline encyclopedia and its many features. She will also review with students what it means toplagiarize and how to cite their source within their paragraph. In order to record their researchand organize their paragraph, the teacher librarian will also create two graphic organizers forstudents to use.
Collaborative Unit Study:
In planning for this lesson, there were many things I had to take intoconsideration. The first thing for a librarian to take into account is the audience he or she isserving. I must consider the age (fourth graders are usually ten and eleven) and what isappropriate for their level of understanding. I must also understand the demographics of thestudents I am teaching. In this classroom there are 23 students where twelve identify themselvesas African-American, nine identify themselves as Caucasian, and two identify themselves asHispanic. I must also ensure that my students have equitable access to technology. If the studentsare at home, I cannot guarantee they will have access to resources, but if I work with them duringlibrary instruction, I know that all students will have access to the technology they need tocomplete their research. Many of the students in this classroom are also classified as needingspecial education services and to insure learning of all, I needed to differentiate my instruction.Both auditory and visual learning styles were addressed in that students were able to listen andwatch as I gave directions about using the online tool. Students who prefer hands on or tactilelearning were able to use the computer as their tool and also have teacher-guided assistancewhen they had questions as they were completing their research. The students were also giventwo graphic organizers to help classify and organize their notes. The first allowed them to simplywrite down their findings in a note taking fashion, and the second helps group their ideas intosentence and paragraph forms. I also believe this project encourages the engagement of thestudents because they are given the freedom to choose the animal over which they would like toreport. Neither the teacher nor the teacher librarian is telling them what they have to choose, andbecause of this students are allowed to access their own interests and apply it to their assignment.
End Product:
The end product of this collaboration is an informative paragraph where studentshave used technology and research to inform their reader about an animal. The students must

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