Rubric+3.3

Lesson Plan Brainstorming Resources Graphic Organizer Rubric 4.2 Scenario and Collaboration

**Part 1: Rubric A.3.3 - Benchmark – Scenario**

** SLIS Students’ Names: ** Christina Painter ** and ** Stacy Lambert Scenario Wiki URL **__ : __ http://lambertgotlib.wikispaces.com/Scenario+and+Collaboration **

v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario. || Two of these are missing from the scenario. || All three of these are missing from the scenario. || v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s). || One of these is missing from the scenario. || Two of these are missing from the scenario. || Three or more of these are missing from the scenario. ||
 * CATEGORY || **10 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">8 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">0 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Motivation of Collaborators ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Instructional Goals and Standards ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">The scenario includes:

**Plus -** Answer each of these items **here** on the rubric.

1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443: November 9, 2010 (Create Scenario and begin planning) November 10, 2010 Refine Benchmark--meet on Wimba Pronto at 7 p.m. November 12, 2010 (Benchmark is completed) November 14, 2010 (Create a graphic organizer "KWLQ" chart for students to use and demonstrate evaluation measurements) November 18, 2010 (Lesson Planning will be completed) November 20, 2010 (Lesson Plan will be reviewed and completed)

2. A planning form selected (provide link to a wiki page with your blank or partially completed form): http://lambertgotlib.wikispaces.com/Scenario+and+Collaboration 3. Strengths brought to the partnership and this lesson/unit by Person A (librarian Christina): I have been a teacher for 12 years. During that time I have taken care to include teachers in the planning phase of my lessons to ensure cross-curricular instruction. My degree in Library Science has enabled me to be a better collaborator with teachers and students. It has also helped me to be an effective user of information and ideas which will translate in helping the students to be effective users as well. 4. Strengths brought to the partnership and this lesson/unit by Person B (teacher Stacy): As a classroom teacher of 11 years, I have taught both middle school and elementary school aged students. My degree is in Geology and therefore I bring considerable knowledge to the area of science curiculum and practice. This degree allow me to build upon the specific strengths that I will be teaching students and increase student knowledge and experiences. For instance, how to identify rocks and decribe the features of each rock, then comparing different types of rock to one anther observing key differences. And demonstrating how rocks breakdown (erode) into soil and sand will be a special treat for students, as I demonstrate the ability of rocks to break apart and build together.

5.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: The administrator was notified of the upcoming collaborative piece between the 1st grade teachers and the librarian at the monthly Team Leader meeting. The administrator and support staff were invited to observe on the scheduled date of instruction. **Note:** Answer each of these questions here on the rubric.

Citations

"Cacoo." //Cacoo - Create Diagrams Online Real Time Collaboration//. Web. 11 Nov. 2010. <[]>.

"Cacoo." //Cacoo - Create Diagrams Online Real Time Collaboration//. Web. 11 Nov. 2010. <[]>.

** Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form **
 * Total from Scenario Rubric (25 points possible):**

** SLIS Students’ Names: ** Christina Painter ** and ** Stacy Lambert

** Collaborative Planning Form Wiki URL: http://lambertgotlib.wikispaces.com/Scenario+and+Collaboration **

** And Objectives ** || The collaborative planning form includes: v Content-area standards – ** including ** a **reading comprehension standard**. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). v S4L objectives (indicators). ** See below. ** || One of these is missing from the planning form. || Two of these are missing from the planning form. || Three or more of these are missing from the planning form. || v At least one graphic organizer. v ** Self-assessment rubric ** for students. v Assessment rubric for educators. (This can be the same but **MUST** be noted as such.) v ** Responsibilities ** for assessment. || One of these is missing from the planning form. || Two of these are missing from the planning form. || All three of these are missing from the planning form. ||
 * CATEGORY || ** 10 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * ** Understanding by Design: ** ||
 * ** Standards **
 * ** Assessment Tool(s) ** || The collaborative planning form includes:

** Note: Content-area standards and objectives MUST come from a district or state curriculum standards. **

** This is how to present the AASL Standards: Standard/Strand/Indicator ** Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning.

**5 Additional Points:** Each of these is listed or described **on the planning form** (**one point each**):


 * 1) **Relevance** to students’ lives (Why should students learn this? Why will they care?):
 * 2) Responsibilities for gathering or creating resources:
 * 3) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * 4) Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * 5) Materials (consumables such as graphic organizers, notemaking tools, art supplies)

** Assessing and Turning in Your Work: ** v Use the rubric to self-assess your work. v One partner will submit the rubric with the top portions completed for **both** Part 1 and Part 2. v The other partner will submit the URL to the scenario and the completed collaborative planning **FORM** on your wiki.

__ Citations __

"Cacoo." //Cacoo - Create Diagrams Online Real Time Collaboration//. Web. 11 Nov. 2010. <[]>.

"Cacoo." //Cacoo - Create Diagrams Online Real Time Collaboration//. Web. 11 Nov. 2010. <[]>.

**Total from Collaborative Planning Form Rubric (25 points possible):**

**Total for Parts 1 and 2 (50 points possible):**

** Comments (from Dr. M.): **