Collaborative+Planning+Form

Romero: 3rd grade teacher /Shaw: Elementary Librarian Finding the main idea using //Diary of a Spider// and //Diary of a Fly// by Doreen Cronin This lesson will be taught in 3 separate lessons; each lesson will be 40-50 minutes. ** For the purpose of this assignment, the first lesson will be detailed, while the remaining two lessons will be described. Thank you.
 * Teacher/Topic**:
 * Dates/Times:

It is an important skill for students to be able to glean the main ideas when reading a passage, story, or book. This skill, along with identifying supporting details, is crucial for reading comprehension. ​**
 * Why are we asking students to engage in this learning experience?
 * What do we want students to learn? What is the relevance to students' lives?

The purpose of this lesson is to help students learn to find main ideas when reading. Subsequently, they will also be able to identify details when reading. This is relevant to students' lives because students need to find the main ideas in all aspects of their learning. This is important in their recreational reading, but a crucial skill for learners to be able to find the main ideas when reading school texts and for research. This skill carries over into students' lives, helping them to become more successful and confident students, to be able to take succint, yet thorough notes from lectures, and to synthesize information they are learning. I'm wondering if you can think of a time when 3rd-graders need to distinguish main ideas from supporting details - in their daily lives. What about when they go shopping? The price of an item is a main idea. If they only have $5.00 to spend, looking at the $10 toy is nice but... Then if there are two items, both cost $5 (including tax), what are the differences between the two? Are those the details? Can you increase the relevance to their daily lives in the motivation for this lesson?

Content Area Standards** I am assuming reading is the content area. You need to cite reading standards/objectives (at least one of which covers determining main ideas).

Performances Indicators/Learning Objectives
 * AASL Standard(s) and Strand(s) (S4L)

AASL Standards Standard 1 Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. Indicator 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. Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Strand 2.1: Skills Indicator 2.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

Please consider how this AASL indicator relates to determining main ideas: ** Organize knowledge so it is useful. **(2.1.2)** **

Content Area Objectives 1. Complete a graphic organizer to complete a story map. 2. Complete a graphic organizer showing ability to find main idea and supporting details. ** (Bubble Maps?)
 * 3. Use a rubric to self-evaluate work. **

Finding the main idea. ** How will they communicate what they learned? Learning Process/Products 1. Students will pair up to find the main ideas in text after teacher and librarian model the skills. They will also be able to identify supporting details. 2. Graphic organizer will show students have learned how to find the main ideas and supporting details in a text. (Bubble Maps?)
 * In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator
 * 3. One extension idea involves creating a writing piece involving a day in the life of the student . Students will be able to present the main idea in their calendar entries. Now that is relevance!

How will they/we access their learning? Assessment Criteria/Tool(s)** Rubric (self-assessment for students) Observation and questioning of students Completed graphic organizer Completed calendar entry
 * Rubric (teacher created)

What resources will the students/we need?** //Diary of a Spider// and //Diary of a Fly// by Doreen Cronin Chart tablet and markers Promethean White Board Library/Media Center to access Spider Websites Paper/pencils for calendar writing activity Media cart (projector and reader) Laptop Rubrics (both student and teacher)

Teacher will be responsible for evaluating and grading student and teacher rubric. Librarian will assist in the assessment of graphic organizers, writing samples, and rubrics. ** Hmmmm... This word is a bit of a red flag for me. It is fine to divide responsibility for assessment, but it is not a good signal to students or between professionals for one to "assist" the other. It signals a hierarchy in which the librarian in not an equal partner. (Perhaps this is my own prejudice, but I would like you to consider word choice important.)
 * Responsibilities for Assessment


 * Responsibilities for gathering or creating resources

The librarian will provide the // Diary of a Spider // and // Diary of a Fly // books. (Fun book choices. How will you secure multiple copies?) She will also provide access to and assistance in the library when the students access websites. The Media cart will also be gathered by the librarian. The teacher will provide the chart tablet, markers, paper, pencils and laptop. She will also secure the Promethean White Board from the school. The teacher and the librarian will collaborate to create both the student and the teacher rubric. The teacher will be responsible for creating sample graphic organizers and writing samples, but the librarian will also assist in the development of these.

Instructional responsibilities during implementation for each partner or joint responsibilities for both partners The librarian and teacher will model the lesson together by showing how they expect students to find the main ideas in a text. The teacher will be responsible for showing the students how to use the Promethean board, while the librarian and teacher will jointly teach the activity using the board. The teacher and the librarian will show students how to create their bubble maps. (What are these? Used for main ideas and supporting details?) The teacher and the librarian will monitor student groups to informally assess student communication and understanding. The teacher and librarian will jointly show students how to create their own calendar day as an extension activity.

Technology tools integration Use of Promethean White Board to ** engage students and address the needs of visual and second language learners.