School Library

Collaboration Planning

Teacher(s): Mrs. Brinsfield & Fifth Grade Teaching Team (Mrs. F, Mrs. K, Mrs. H, and Mrs. L)

Unit: Events Leading to the American Revolution

Grade Level: 5th

Plan Date: 2/14/19 (for unit starting on 4/8/19)

Time Frame: ~ 6 weeks

Unit Overview and Description: In this unit, fifth grade students will perform independent and partner research
to gain knowledge on the events leading up to the American Revolution and the people who were involved.
Students will understand and discuss events from both the Loyalist and Patriot points-of-view. This is a cross-
curricular unit designed to span ELA, math, social studies, and library media instruction.

Culminating Learning Product: Fifth grade students will present a mock debate between Patriots and Loyalists
using reasoning gained from their content instruction and research. Students may present this debate in a variety of
formats including a cartoon designed using Scratch, a rap battle recorded using Garage Band, an IMovie using
green screen technology, or a historical pamphlet using Google Apps for Education.
AASL Standard(s) for Learners: Maryland Social Studies Standards Grade 5:
II.A.2 Learners contribute a balanced perspective when SS.5.C.1.a Identify and sequence key events between
participating in a learning community by adopting a the French and Indian War and the American
discerning stance toward points of view and opinions Revolution
expressed in information resources and learning products. SS.5.C.1.b Examine the viewpoints of Patriots and
III.C.1 Learners work productively with others to solve Loyalists regarding British colonial policy after the
problems by soliciting and responding to feedback from Seven Years' War
others.
IV. A.1 Learners act on an information need by Common Core State Standards for English
determining the need to gather information. Language Arts Grade 5:
IV. A.2 Learners act on an information need by CCSS.ELA-LITERACY.RI.5.3 Explain the
identifying possible sources of information. relationships or interactions between two or more
IV.B.1 Learners gather information appropriate to the individuals, events, ideas, or concepts in a historical,
task by seeking a variety of sources. scientific, or technical text based on specific
VI.A.1 Learners follow ethical and legal guidelines for information in the text.
using information by responsibly applying information, CCSS.ELA-LITERACY.RI.5.6 Analyze multiple
technology and media to learning. accounts of the same event or topic, noting important
VI.D.1 Learners engage with information to extend similarities and differences in the point of view they
personal learning by personalizing their use of represent.
information and information technologies. CCSS.ELA-LITERACY.RI.5.9 Integrate information
from several texts on the same topic in order to write
Maryland Library Media Standards: or speak about the subject knowledgeably.
1.B.2.a With guidance, collaboratively create, refine, and CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or
use criteria to determine the scope of an information text clearly, state an opinion, and create an
need. organizational structure in which ideas are logically
2.B.2.b With guidance, use text features effectively to grouped to support the writer's purpose.
select sources that meet the information need. CCSS.ELA-LITERACY.W.5.7 Conduct short
3.B.1.b With guidance, generate information in an research projects that use several sources to build
appropriate format (e.g., video or audio recording, notes, knowledge through investigation of different aspects
table, graphic organizer). of a topic.
3.C.2.d With guidance, use technology to create a source CCSS.ELA-LITERACY.SL.5.4 Report on a topic or
list in an accepted citation style.
4.A.2.e With guidance, make connections and inferences
using prior knowledge and the recorded data/information.
5.A.1.a With guidance, organize and display
findings/conclusions in a variety of formats, including the
use of technology.
5.A.1.d With guidance, use technology to present
findings/conclusions in a variety of formats.
5.A.1.e With guidance, edit/review/revise/practice the
presentation of the information product.
5.B.1.b With guidance, use audience feedback and/or
peer review to reflect on the information product and theexpressions that record calculations with numbers, and
learning experience.
6.B.1.d With guidance, contribute to a learning
community.
Objectives/Learning Outcomes:
By the end of this unit, we will be able to show that we What are the major events that led up to the American
have learned about the events that led to the American
Revolution by achieving a score of 12 or better on the
project rubric for a debate presentation displaying the their views?
viewpoints of the Patriots and Loyalists, with details
from my research on the content to support my responses. What sources can I use to find valuable information?
Teacher will:
• Provide content instruction on the events that led
up to the American Revolution (Liberty’s Kids
videos, textbook readings, timeline creation)
• Allow time for individual/partner research and
note-taking
• Allow time for organization of notes into debate
organizer
• Conference with students about note-taking and
guide learning
• Assess benchmark for content knowledge
• Read quality literature (Can't You Make Them
Behave, King George? by Jean Fritz)
Materials and Resources:
SMART Boards
Green Screen toolkit
Scratch
Garage Band
Google Apps for Education
Laptops
IPads
Social Studies Textbooks
Discovery Education
text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly
at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5 Include multimedia
components (e.g., graphics, sound) and visual displays
in presentations when appropriate to enhance the
development of main ideas or themes.
Common Core State Standards for Math Grade 5:
CCSS.MATH.CONTENT.5.OA.A.2 Write simple
interpret numerical expressions without evaluating
them.
CCSS.MATH.CONTENT.5.NBT.B.5 Fluently
multiply multi-digit whole numbers using the standard
algorithm.
Essential Questions (Content):
Revolution?
Who were the patriots and loyalists, and what were
Essential Questions (Skills):
How do I organize that information into an excellent
presentation?
How do I cite my source?
Librarian will:
• Introduce expectations for the final project
• Provide instruction on finding quality sources
of information, and how to cite those sources
• Provide access to resources for research
• Review the use of technology tools to be used
for the project (all tools have been used
previously)
• Allow time to use technology tools for students
to work on their final projects
• Conference with students about work on
projects and guide learning
• Assess skills and knowledge on final project
(share data with teachers)
• Read quality literature (George vs. George by
Rosalyn Schanzer)
Diagnostic or Pre-assessment:
Social Studies Benchmark (pre-assessment)
Formative:
Kahoot games
Timelines
Liberty’s Kids review sheets
Resource selection sheet w/ citations
Project creation reflection sheet (to be completed
during work with project presentation technology)
Opinion writing
World Book Encyclopedias Student conferences
Informational library books Summative:
ZoteroBib (online citation creator) Final Project Rubric
Liberty’s Kids videos Social Studies Benchmark (post-assessment)
George vs. George by Rosalyn Schanzer Measurement of Student Learning:
Can't You Make Them Behave, King George? by Jean Students will show growth in their Social Studies
Fritz Benchmark scores.
DBQ toolkit Students will score a 12 or better on their final project
Classroom supplies (pencils, paper, white boards, etc.) rubric.

Project Calendar
Outline of Learning Actions
Teacher
Week 1 • Administer pre-assessment
• Introduce topic (beginning with SS text on French
and Indian War)
• Watch video to introduce all events
• Read quality literature
Week 2 • Teach note-taking skills (formulate questions, use
resources to gather information to answer the
questions)
• Allow time for students to take notes on their
events/people for the project
• Start class collaborative timeline
• Start watching and reviewing Liberty’s Kids
• Start Tootsie Roll tax game
Week 3 • Continue timeline
• Allow time to finish notes
• Conference with students about notes to reteach
skills if needed
• Teach debate communication skills/expectations
• Model use of debate organizer
• Continue watching and reviewing Liberty’s Kids
• Continue tax game
Week 4 • Allow time for students to organize their notes
using the debate organizer
• Hold a practice debate using DBQ materials
• Continue watching and reviewing Liberty’s Kids
• Finish tax game
Week 5 • Play kahoot game
• Finish watching and reviewing Liberty’s Kids
• Complete class opinion writing
• Conference with students as needed to reteach
skills if need
Week 6 • Extra time to finish unit if needed
• Administer post-assessment
**A note about differentiation: all lessons will be planned in using UDL (county mandated). The educators will
differentiate instruction based on formative assessments and conference with students/groups to reteach
information/ guide learning as needs arise.
Librarian
• Remind students of how to use the Big 6 to perform
research.
• Introduce project and prepare rubric with students
• Review evaluation of sources and how to find
informational books using the OPAC
• Instruct students to select a person or event to
check out materials on.
• Read quality literature
• Teach use of discovery education resources and
supplementing resources with encyclopedia articles
(if information is not found in other sources)
• Teach use of ZoteroBib to cite resources
• Instruct students to complete their resource choice
and citations list exit ticket (Google Classroom or
pencil + paper)
• Review various technology tools to be used to
present debates (show examples from past projects)
• Conference with students about citations as needed
• Allow time for student Patriot/Loyalist partners to
plan their presentation
• Allow students time to work with library
technology resources for their project
• Guide students in creation of projects
• Conference with students about projects
• Teach a mini-lesson to review topics if needed
• Allow time for students to finish projects
• Review providing and responding to feedback
• Project presentations and reflections

Librarian and Co-Teacher(s) Reflection of Collaborative Process and Planning:

The first two reflection questions were answered as a whole planning team, while the last question was answered
solely by Mrs. Brinsfield.
How did planning go?
During our initial meeting we spoke a lot about upcoming units, however the main focus in the coming
months is preparing for state testing. Therefore, after much brainstorming, we decided it would be best to plan for
a unit with more flexibility. Our planning for this unit started out pretty slow since it is so far away (it wasn’t
quite on the brain yet), but looking at last year’s plans gave us some momentum. We were able to easily plan and
place the activities that have been done before (such as watching Liberty’s Kids and creating a timeline). Our
process became more challenging when we began thinking of how to incorporate a more inquiry based approach
to learning involving a final project instead of exclusively giving the benchmark. We found our team taking too
long with the decision, causing the need to find another time to meet. Luckily, we all had one planning time a
week in common, and were able to meet again to plan.
The second planning session went more smoothly than the first. We were able to decide on a project and
collaboratively plan where each piece would fit in. We decided to take the initial research that students do with
their print resources to create a compiled timeline as a whole class, and worked in time for a mini-lesson on note-
taking in the classroom. We also found that the debate project would match perfectly with the DBQ (Document
Based Questioning) strategy our fifth grade team learned about at a PD last year. In the library, we decided that
students could devote their time to learning how to use the library resources to complete their projects.
Overall, planning was slow to get going, but once we found our momentum we all became excited about
teaching this unit!

What stumbling blocks did we encounter?

As stated above, a big stumbling block was discovering how we could change our unit (something that the
fifth grade team has taught with the same activities for the past several years) to include inquiry based learning.
We also had the stumbling block of schedule constraints, making it nearly impossible to teach lessons together (as
it is the fifth grade team’s designated planning time, and the library media specialist has classes during fifth grade
instructional times). To combat this issue, it was determined that the library media specialist would teach lessons
involving use of library resources, review of inquiry process skills, and citations, while the classroom teachers
focused on content instruction, note-taking, and organizational skills. Once this was determined, we struggled a
little bit with coordinating the timing of our lessons. When these issues were overcome, planning went pretty
smoothly.

What was learned in the course that I applied to the planning process?
The biggest take-away from the course that helped me during the planning process was the importance of
creating and maintaining a good relationship with the other educators in the building. The whole reason that this
unit planning was successful is because I had already built a solid relationship with the fifth grade team. We had
coordinated briefly within this unit last year, and we were able to take and build upon a few of those activities. I
could not see the planning process being this quick or collaborative without that relationship in place, which is the
main reason I chose to collaborate with this team for this assignment.
Another take-away that was important to the planning process was the idea of being there to take work
away from the classroom teachers, not add it on. During planning, I could tell that the teachers were getting
nervous at the amount of work it would take to prepare a debate with fifth graders, but once I offered to be the
one to work with classes to set the expectations and facilitate creation of the presentations, the teachers felt
comfortable with giving instruction on note-taking using formulated questions and organization of information.
The last take-away that was put to good use during planning was the process of creating rubrics to
encourage student engagement and motivation. Student motivation has been a huge topic in the leadership team at
our school for a few months, so when I shared that information from the article “Building Rubrics: A Step-By-
Step Process” the teachers were excited to see if it could make a difference.
 American Revolution Patriot vs. Loyalist Debate
Project Rubric

CATEGORY 3 2 1 0
I can select excellent I chose at least two I chose two okay I chose one source I did not choose any
sources that meet excellent sources (one sources that had some that had some sources to meet my
my information print and one digital) information to help information to help information need.
need. that met my me learn. Or I chose me learn.
information need. one excellent source
that met my
information need.
I can use I stated clear opinions I stated clear opinions I stated one opinion I did not share any
information from and responses during and responses during during the debate information to
my sources to the debate the debate presentation with one support my opinions
support my point-of- presentation and presentation and detail to support it. I during the debate
view. supported them using supported them using showed that I have presentation. I did not
several details from a couple of details minimal knowledge show my knowledge
my research. I from my research. I of my topic. of my topic.
showed that I have showed that I have
excellent knowledge some knowledge of
of my topic. my topic.
I can use the My presentation was My presentation was My presentation was My presentation was
technology tool of clearly organized. A clearly organized. A not organized. A incomplete.
my choice to technology tool was technology tool was technology tool was
organize my used in a creative used. used.
presentation well. way.
I can appropriately I cited all of my I cited some of my I cited my sources I did not cite my
cite my sources. sources using the sources using the using an incorrect sources.
appropriate format. appropriate format. format.

I can responsibly I actively listened to I actively listened to I actively listened to I did not listen or
reflect on and my peers' feedback my peers' feedback my peers' feedback respond to any
respond to feedback after my presentation after my presentation after my presentation. feedback from my
from my peers. and used it to reflect and reflected on my peers.
on my work. I work.
responsibly provided
feedback to others.
 Works Cited

American Association of School Librarians. National School Library Standards for Learners, School Librarians, and
School Libraries. Chicago, 2018.

Brown, Carol. “Building Rubrics: A Step-By-Step Process.” Library Media Connection, Jan. 2008,
http://www2.mcdaniel.edu/slmonline/SLM_509_sp_12//docs/Mod_03_Building_Rubrics.pdf.

Maryland State Department of Education. School Library Media Performance Indicators PreK-8. Maryland State
Department of Education, 2010.

Maryland State Department of Education. Maryland Social Studies Standards and Framework Grade 3-8.
Maryland State Department of Education, 2015.

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core
State Standards for English Language Arts and Math Grade 5. National Governors Association Center for
Best Practices, Council of Chief State School Officers, 2010.