Collaborative Planning Organizer

Planning Team: Today’s Date: Lesson Date(s): Number of Students: Grade: Unit: Core Subject(s) Total days of Instruction: Due date for project: Assignment Overview/Objective(s):

Content Standard(s): ELA

Science/History

Speaking and Listening

AASL Standard(s) –(21st Century Learner):

Assessment of Student Learning (Backwards Design- Begin with the end in mind)

Created 07/03/2013 Collaborative Planning Organizer What do we want students to know and be able to do? ( Insight tool – Evidence & Knowledge)

How will we know? ( Insight Tool - Skills)

What form of assessment will we use?

LMS Level of Involvement __ Plan __ Gather Resources __ Prepare Materials ___ Teach Lesson __ Assist Students __ Assess

Assignment Level (Blooms Taxonomy) __Remembering __Understanding __Applying __Analyzing __Evaluating __ Creating

Resources for Instructional Plan Resource: Location: Responsibility (LMS, Teacher, Student)

Activities

What will the teacher do?

What will the student do?

Rationale for the activity:

Created 07/03/2013 Collaborative Planning Organizer SAMPLE

Planning Team: LMS, K-5 teacher(s) Today’s Date: Lesson Date(s): Number of Students: Grade: Kindergarten Unit: Core Subject(s) ELA & Science Total days of Instruction: According to Due date for project: classtime (Estimated 1 hour) Assignment Overview/Objective(s):

1. Students will be introduced to the various physical differences/functions between the tails of nine common animals thru a read aloud. 2. Students will be encouraged to participate in group discussions between teacher and classmates. 3. Students will work together to sort animals based upon physical characteristics. Content Standard(s): All Kindergarten standards ELA 9) Actively engage in group reading activities with purpose and understanding 10) With prompting and support, ask and answer questions about key details in a text. 12) With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 15) Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. 16) With prompting and support, describe the relationship between illustrations and the text in which they appear. (eg. What person, place , thing or idea an illustration depicts)

Science 6) Compare size, shape, structure and basic needs of living things. (Identifying similarities of offspring and their parents) 7) Classify objects using the five senses. (Group objects according to color, shape, size or sound)

Speaking and Listening 31) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 32) Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 36) Speak audibly and express thoughts, feelings and ideas clearly.

AASL Standard(s) –(21st Century Learner):

Created 07/03/2013 Collaborative Planning Organizer 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 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 1.3.4 Contribute to the exchange of ideas within the learning community.

1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.3 Monitor gathered information and assess for gaps or weaknesses.

1.4.4 Seek appropriate help when needed.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners 3.1.3 Use writing and speaking skills to communicate new understandings effectively.

Assessment of Student Learning (Backwards Design- Begin with the end in mind) What do we want students to know and be 9) Evidence: Students actively and purposefully engage able to do? ( Insight tool – Evidence & in group reading activities to understand text Knowledge) Knowledge: Students know:  What it looks like to actively engage in group reading activities  How to collaborate with others to understand a variety of texts.

Created 07/03/2013 Collaborative Planning Organizer How will we know? ( Insight Tool - Skills) 9) Students are able to:  Actively engage in group reading activities  Understand a text through collaboration with others

What form of assessment will we use?  Teacher observation of participation/understanding  Participation/ Completion of group tasks

LMS Level of Involvement _X_ Plan _X_ Gather Resources _X_ Prepare Materials _X__ Teach Lesson X__ Assist Students X__ Assess

Assignment Level (Blooms Taxonomy) _X_Remembering _X_Understanding _X_Applying _X_Analyzing __Evaluating __ Creating

Resources for Instructional Plan Resource: Location: Responsibility (LMS, Teacher, Student) Who has this tail? Library LMS Animal pictures (Adult tails) Library LMS Baby animal pictures Library LMS

Activities

What will the teacher do?

1. Show pictures of each of the animals featured in the read aloud book Who has this tail by Laura Hulbert (Spider monkey, rattlesnake, shark, gerbil, horse, scorpion, peacock, arctic fox, beaver.) 2. As the LMS shows each picture, ask the class if they can identify that particular animal— have the group speak the name of each animal. (You may supply names of unfamiliar animals) Set aside pictures from eyesight of students. 3. Show students the front cover of the book and ask them if they can predict what the book is going to be about just from the picture on the cover. 4. a. Read aloud the title of the story and the authors name. b. Explain/ review the job/role of the author and the illustrator. c. Ask the students to say the title of the book aloud with you. 5. Ask if the title of the book helped give them a clue about what the book might be about. (Take answers but don’t give away answer) 6. Turn to first page and ask “What is this?” Begin reading aloud: “Who has this tail?” So we know this is a tail because the book gave us a clue—but who do you think it belongs to?—Let students make predictions ---“Lets see if you

Created 07/03/2013 Collaborative Planning Organizer are correct-- “How do you think this animals tail feels? Continue the process with each animal. 7. After completion of book, facilitate the student activities listed below.

What will the student do?

1. After participating in a read-aloud and discussion of the book, the student will participate in a group matching game where they are given either a body or a tail and must find its mate among their class. When they find their mate, they are to sit together. 2. After matching body and tail, the group will be asked to sort/group using various criteria such as: Smallest to largest animal, smallest to largest tail, by color etc. 3. Students will be asked to find the offspring that matches their animal as a group. Each group should discuss and report to the class one thing that is alike and one thing that is different between the parent animal and its offspring.

Rationale for the activity: Students will be given the opportunity to apply prior knowledge about animals to construct new knowledge. They will also be able to make connections from the content area (Science) to real life. Working with a read-aloud by the LMS helps build background knowledge and introduce vocabulary that will benefit them later on their road to becoming independent readers.

Extension Technology Activities: 1. Have students view the following sites: http://www.education.com/slideshow/animal-tails-kids/animal-tails-2/#animal-tails-4 http://jeanmarzollo.com/KINDERGARTEN/chapter_thirteen.html http://www.kidzone.ws/animals/index.html

2. Find technology activities using the Library/CCRS crosswalk digital resources guide.

Created 07/03/2013 Collaborative Planning Organizer

Created 07/03/2013