Recent Changes

I submitted our assignment on Blackboard on 4/2/10 at 11:05 am. - Danica
Just submitted mine 4/2/10 at 5:00 pm - Dianne
Collaborative Lesson Plan - Final Draft
{Murillo_Weaver_Welch_LessonPlan_Final.doc}

I submitted our assignment on Blackboard on 4/2/10 at 11:05 am. - Danica
Collaborative Lesson Plan - Final Draft
{Murillo_Weaver_Welch_LessonPlan_Final.doc}

Collaborative Lesson Plan - Final Draft
{Murillo_Weaver_Welch_LessonPlan_Final.doc}
DANICA AND CATHY,
HERE'S WHAT WE HAVE SO FAR. SINCE THE WIKI CRASHED, MAYBE WE CAN JUST FINISH UP IN THE WORD DOCUMENT. I THINK WE'RE IN GREAT SHAPE TO FINISH BY THURSDAY NIGHT.

Collaboration and Extension
Please feel free to make any changes, enhancements, or suggestions with those last two items. Let me know if I missed anything!

Technology TEKS
Thanks for the heads up about the Technology Teks. Out of habit, I usually just look at reading....

(9) 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 analyze works written on the same topic and compare how the authors achieved similar or different purposes
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.
126.11§126.11.126.11
§126.11. Implementation of expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components; (E) use technology terminology appropriate to the task;
3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;
expected to:
(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
(A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;
expected to:
(C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information.
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
or reports;
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;

Collaborative Lesson Plan Template
Grade Level
Grade English CW
Instructional Strategies
Questioning
110.20. English Language Arts and Reading, Grade 8
(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2)(2) Reading/Vocabulary Development.
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
(B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings;
(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved;
(B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict;
9)(9) Comprehension of on key issues.
126.11§126.11. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School.
1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components; (E) use technology terminology appropriate to the task;
3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;
4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
(A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;
(6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
(C) demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information.
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
AASL Standards
Standard 1: Inquire, think critically, and gain knowledge
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
Do we need 8th grade Technology TEKS here? dw
Resources, Materials, and Equipment
Computers/Internethtmldiff119
http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey
http://voicethread.com/share/110423/
http://www.readwritethink.org/files/resources/interactives/herosjourney/
Collaboration htmldiff126Assessment htmldiff127
The hero's journey graphic organizers are evaluated for completeness.
Data projector dm
Graphic Organizer of the Hero's Journey pattern dm
Interactive writing website
Collaboration
The teacher and Library MediaSpecialist (LMS) will work together to lead a whole class discussion. Both educators will collabrate to monitor and assist students during guided practice activities. Educators will demonstrate and monitor keyword Internet searching activities. Both educators will model partner work and collaboration. Both educators will assess student work both fomally and iformally.
Reflection
Further Collaboration
own Hero's JourneyJourney.Journey. http://www.readwritethink.org/files/resources/interactives/herosjourney/ . process by using think alouds and writing their
Extension
Students will read their published Hero's Journey to the class. Once all stories have been presented, they can be bound as the "8th Grade Heros." Each student will receive a copy of the final product.

Collaborative Lesson Plan Template
Grade Level
8th Grade English CW
Instructional Strategies
Questioning
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
here? dw
Resources, Materials, and Equipment
Computers/Internethtmldiff119
htmldiff120htmldiff121Website:
http://www.mythweb.com/hercules/index.html htmldiff122htmldiff123
Online resources:
http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey
http://voicethread.com/share/110423/
htmldiff126Assessment htmldiff127
The
The hero's journey for completeness.
The Photo Story product is evaluated with a rubric.
http://www.mythweb.com/hercules/index.html dm
Graphic Organizer of the Hero's Journey pattern dm
Collaboration
EducatorsThe teacher and Library MediaSpecialist (LMS) will work together educators will work togethercollabrate to monitor Educators will demonstrate and monitor keyword Internet searching educators will also formally and informally assess student work.work both fomally and iformally.
Assessment
a rubric. Informal Assessments are conducted by circulation around the room as wll as individual conferencing as needed.
Process Day 1
Motivation
Process Day 3
Motivation
guest instructor. LibrarianThe librarian will project
Student Friendly Objectives:
1. Identify a modern-day hero
Reflection
Further Collaboration
The LMS and teacher will utilize the library computer lab to guide students to use an interactive website to create and publish their own Hero's JourneyJourney. http://www.readwritethink.org/files/resources/interactives/herosjourney/ . Both educators will model the steps of the writing process by writing their own hero's journey. Both educators will support students by informal monitoring and individual conferencing.
Extension
Students will read their published Hero's Journey to the class. Once all stories have been presented, they can be bound as the "8th Grade Heros." Each student will receive a copy of the final product.

4.4 Self-Assessment Strategies
4.4.1 Identify own areas of interest.
personal knowledge.
Do we need 8th grade Technology TEKS here? dw
Resources, Materials, and Equipment
Computers/Internet dw
Hero characteristics form dw
Venn diagram to compare/contrast Greek to contemporary heroes dwComputers/Internethtmldiff119
htmldiff120htmldiff121Website:
http://www.mythweb.com/hercules/index.html htmldiff122htmldiff123
Online resources:
http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey
http://voicethread.com/share/110423/
Collaboration htmldiff126Assessment htmldiff127
The hero's journey graphic organizers are evaluated for completeness.
The Photo Story product is evaluated with a rubric.
http://www.mythweb.com/hercules/index.html dm
Data projector dm
Process Day 2
Motivation:
htmldiff147http://www.teachertube.com/viewVideo.php?video_id=166095&title=Hero_s_Journey htmldiff148
Today
Today you will ideas. htmldiff149
Student
Student Friendly Objectiveshtmldiff150htmldiff151:
1.
1. Conduct simple myth htmldiff153
2.
2. Complete the organizer htmldiff154
3.
3. Synthesize information ideas htmldiff155
Presentation: htmldiff156
The classroom teacher will review information from the previous lesson and check for understanding. The librarian will briefly discuss various formats for reading information and tell students that many stories found in books are also available on the Internet but they should check online sources for accuracy. She will tell students they will have the opportunity to explore several websites by conducting a simple search for their subject, and then introduce the website they will be using for their assignment today. htmldiff157http://www.mythweb.com/hercules/index.html#index htmldiff158She will call students’ attention to the outline on the homepage. She will remind students of ethical use of the Internet as she guides them in locating the online resource they will need to complete the objectives. The classroom teacher will help monitor and assist as needed. htmldiff159
Student Practice Procedures:
etc.) htmldiff162
2.
2. Locate website lesson htmldiff163
3.
3. Explore the Index htmldiff164
4.
4. Complete the organizer htmldiff165
Guided Practice: htmldiff166
Both instructors monitor students’ use of the Internet resources as they conduct simple searches using given search terms. Both instructors will stimulate students to come up with original search terms. The librarian will guide the students to the given website htmldiff167http://www.mythweb.com/hercules/index.html#index htmldiff168Students will read along as the teacher and librarian take turns reading the 12 labors of Hercules. Both instructors will assist students as needed to complete their own mythological hero graphic organizer. htmldiff169
Process Day 3
Motivation
video http://voicethread.com/share/110423/.
Student
Student Friendly Objectives:
1.
1. Identify a modern-day hero
Research
Research their hero the Internet.
2.
2. Develop ideas modern-day hero
3.
3. Synthesize information their ideas.
4.
4. Self-assess through peer collaboration
Presentation
Following
Presentation
Following the video, answer questions.
Student Practice Procedures:
Students will work with a partner to identify a modern day hero for their project
Students will develop ideas for the four stages of their hero’s journey and record the information in their graphic organizer
Partners will work with another partner group to self-assess their work.
Guided Practice
The
The teacher and as needed.
Closure:
Students will complete their collaborative work and focus their attention on the instructors. Instructors will identify groups that may need further help with completing the assignment and schedule tutoring sessions as needed. The teacher will review the objectives and preview the next part of the project