Collaborative+LP

​Supplement 1A―Collaborative Planning Sheet, Sample 1

1. Assist students and groups on an as needed basis with group discussions, self-assessments, and web 2.0 tools. 2. Coordinate internet time with computer lab. 3. Evaluate student web 2.0 tools according to rubric. || 1. Supply resources and documents for individual independent reading. 2. Supply extra resources (DVDs, websites, etc.) to groups on an as-needed basis. 3. Develop student resource and teacher resource list. || 10/25-11/12 Scheduled class time || [] (b) Content requirements. Content requirements for Advanced Placement (AP) United States History are prescribed in the College Board Publication Advanced Placement Course in United States History, published by The College Board || Views of the American national character and ideas about American exceptionalism. Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange. Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defi ning citizenship… Topic Outline: The War for Independence State constitutions and the Articles of Confederation The federal Constitution Washington, Hamilton, and shaping of the national government Emergence of political parties: Federalists and Republicans 
 * __**Teacher/Topic**:__ ||
 * __Fran Baines (Teacher)__
 * __Lynda Muller (Librarian)__
 * __**Dates/Times:**__
 * **__ Content :__**
 * Themes:
 * American Identity **
 * Globalization **
 * Politics and Citizenship **
 * 4. The American Revolutionary Era, 1754–1789 (first topics not included) **The Imperial Crisis and resistance to Britain
 * 5. The Early Republic, 1789–1815 (final topics not included) **

Source: [] ||
 * **__Content Standards and Information Literacy__** || **__Instructional Strategies__** || **__Performance Objectives__** ||
 * __TEKS English Language Arts and Reading Standard (8)__: Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose . || Synthesis || Demonstrate ability to evaluate primary and secondary sources in order to evaluate the significance of their social, cultural, and historical context in today's world and the future. ||  ||
 * __AASL Standard 4__: Pursue personal and aesthetic growth. __4.4__ Self-Assessment Strategies. __4.4.4__ Interpret new information based on cultural and social context
 * __AASL Standard 4__: Pursue personal and aesthetic growth. __4.4__ Self-Assessment Strategies. __4.4.4__ Interpret new information based on cultural and social context

__CollegeBoard.com AP US History Purpose__: The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history... An AP U.S. History course should … develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively…

Source: [] || Synthesis || Demonstrate ability to evaluate primary and secondary sources in order to evaluate the significance of their social, cultural, and historical context in today's world and the future.. || __AASL Standard 2__: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. __2.3:__ Responsibilities. __2.3.2__ Consider diverse and global perspectives in drawing conclusions. || Summarizing || Synthesize the information from chosen independent source, along with one of the required historical documents || To build upon schema, students' will view the YouTube documentary on the events that led up to the war at: [] This will be followed by the students watchingThe History Channel's video of actor Matt Damon reading and discussing a short clip from the Declaration of Independence at: http://www.history.com/shows/the-people-speak/videos?paidlink=1&vid=HIS_SEM_Search&keywords=people%2Bspeak&utm_source=google&utm_medium=cpc&utm_campaign=the%20people%20speak&utm_term=people%20speak#the-people-speak-2 || Self-assess rubrics and checklists Students' notemaking graphic organizers, summaries, and Web 2.0 polished products. ||  ||
 * __AASL 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. . || Notemaking || Make notes and record sources. . ||
 * <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt;">__AASL Standard 3:__ Share knowledge and participate ethically and productively as members of our democratic society. __3.3__ Responsibilities: __3.3.1__ Solicit and respect diverse perspectives while searching for information, collaborating with others, and particpating as a member of the community. || Cooperative Learning || Collaborate with peers on findings. ||
 * <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt;">__AASL Standard 3:__ Share knowledge and participate ethically and productively as members of our democratic society. __3.1:__ Skills __3.1.4__: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. || Implementation of Effective Web 2.0 Tools || Successful incorporation of Web 2.0 tool that effectively presents findings and position. ||
 * **__Prior Knowledge:__**
 * __**Assessment Tool(s):**__
 * __**Learning Tasks:**__

1. After independently reading a book from the student resource list, evaluate and explain how the Founding Fathers thought processes led to the unique experiment of American Federalism. || __**Educator Responsible:**__ 1. Librarian Teacher || Teacher || Librarian || Look for opportunities to incorporate monologues or performances by other disciplines to supplement students' understanding. Seek input from administrator regarding possibility of video taping students' presentations to display during advisory period to share with the larger community. Collaborate with student newspaper editor about doing an article on students' perspectives after having engaged in the activity. ||  || Graphic organizer (KWL) - []
 * 2. Read one of the following Documents: Declaration of Independence, US Constitution, or US Bill of Rights. Determine and explain how the historical document was a new idea for its time, or based on the creator(s)' cultural context and experiences. || 2. Librarian
 * 3. Based on the document chosen, select a recent US Supreme Court decision or act of US government legislation and explain how the decision or legislation is either in compliance with or in violation of the tenets of that document. ||  ||
 * 4. In small groups, discuss your findings. || 3. Teacher ||
 * 5. Create and present to class a Web 2.0 tool explaining your findings and your position. || 4. Teacher
 * __**Lesson Evaluation/Comments:**__
 * __**Resources and Materials**__ ||  ||
 * Student Resource List ||  ||
 * Teacher Resource List ||  ||
 * Internet access during class periods ||  ||
 * Media cart for multimedia presentations ||  ||

Graphic organizer (Synthesizing ) -

Student/Teacher Rubric: This rubric will serve for the teacher and student to evaluate findings.

Link to Lesson Planning Form: http://readersandwritersohmy.wikispaces.com/4.3+Collaborative+Lesson+Plan

Sources: American Association of School Librarians. //Empowering Learners; Guidelines foir School Library Media Programs//. Chicago: 2009.

- //Standards for the 21st-Cenury Learner in Action.// Chicago: 2009.

The College Board Online. //AP US History//. []. Last accessed 4/23/2010.

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

---Moreillon09294. American Library Association, 2007. Web. 23 April 2010. h[|ttp://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm]

---Synthesis Rubric. American Library Association, 2007. Web. 23 April 2010. []

"The American Revolution." Web Portal for Educators and Jelsoft Enterprises, 2009. Web. 23 April 2010. [[]]