Scenario

Scenario for module 3.4 Collaborators: Fran Baines (blue) & Lynda Muller (green)

__Person who first approached the other partner__. Lynda Muller. The Librarian (Lynda Muller) approached the Teacher (Fran Baines).

__Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason__. Both collborators were interested in working with an individual on the secondary level for this required project. The Librarian had just received a donation of history and biography books, about the Revolutionary War period. She wanted to know if the Teacher would be interested in collaborating on a Revolutinary War unit?

__Where (location within the school) the first collaborative conversation took place__. The first collaborative conversation took place in TWU's student e-mail account. The Librarian approached the Teacher in the teachers' break room during a planning period.

__Grade level__. 12th

__Content area(s).__ AP American History (TEKS): http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113d.html

__Initial goal(s).__ ​ Source: College Board [] __Indicator 1.1.5__: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. (American Association of School Librarians [21]). __Grade 12 Benchmark__: Recognize the social, cultural or other context within which the information was created and explain the impact of context on interpreting the information. (American Association of School Librarians [22]). __Indicator 4.1.8__: Use creative and artistic formats to express personal learning. __Grade 12 Benchmark__: Create original products to reflect personal interpretations of information and construction of new knowledge using multiple formats. Use a range of technology tools to produce sophisticated and creative renditions of personal learning. (American Association of School Librarians [39]).
 * 1) To understand how ideologies were constructed before and during the Revolutionary War. How and why were some "reluctant revolutionaries" turned into Whig patriots willing to fight against the British empire, while others asserted a loyalist allegiance to Britain?
 * 2) To explore the experience of African-American slaves and free blacks as loyalists.
 * 3) To understand some of the patterns of participation during the war. Who fought on the patriot side? Who remained loyal to Great Britain? Who was resignedly, or defiantly, neutral? After the war, who was reintegrated? Who chose exile?

__Initial objective(s).__ The student will demonstrate an understanding of the selected problem, issue, or concern by explaining or justifying findings to an appropriate audience for public comment or professional response. The student is expected to: (A) review and revise the plan to present the findings; (B) make arrangements for the presentation of findings to an appropriate audience; (C) present findings, simulating the skills used by professionals; (D) consider feedback received from the audience; (E) reflect on the study and its potential for impact on the field; and (F) reflect on personal learning experiences of the study. Source: The provisions of this §113.52 adopted to be effective September 1, 1998, 22 TexReg 7684.

__A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.3 for LS5443__:

__Teacher and Librarian__ 4/19 – check in together try to spend at least 45 minutes together reviewing collaboration 4/21– check in together try to spend at least 45 minutes together reviewing collaboration 4/23– check in together try to spend at least 45 minutes together reviewing collaboration

4/26– check in together try to spend at least 45 minutes together reviewing collaboration 4/28– check in together try to spend at least 45 minutes together reviewing collaboration 4/30– check in together try to spend at least 45 minutes together reviewing collaboration

5/3– check in together try to spend at least 45 minutes together reviewing collaboration 5/5– check in together try to spend at least 45 minutes together reviewing collaboration 5/7– check in together try to spend at least 45 minutes together reviewing collaboration

__A planning form selected (provide link to a wiki page with your blank or partially completed form):__ Collaborative Planning Form : http://readersandwritersohmy.wikispaces.com/Collaborative+LP

__Strengths brought to the partnership by Person A:__ Solid teaching experience & kniowledge of AP standards from CollegeBoard.com

__Strengths brought to the partnership by Person B:__ Enthusiam for collaboration, personal experience with writing group expository reports

__How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration__: We sent the administrator an email advising her that we were going to collaborate on a unit on the American Revolution in AP US History Grade 12. The unit would last approximately 6 class periods.