Scenario

Brandi is an ESL Kindergarten teacher whose students are having difficulty learning parts of a book in language arts. She approached Cynthia, the school library media specialist, to collaborate on a lesson involving parts of a book, that includes front cover, back cover, spine, title page, author & illustrator. The collaboration first began when Brandi brought her students for their weekly story time and book exchange, the discussion was intiated by Cynthia due to her observation of the students when in the library on their daily library passes. During Brandi's planning period the collaborators further discussed how the planning and this lesson should continue, an email thread was created to confirm the dates and times of the collaboration and actual lesson. The principal was carboned copied on this email thread to be kept informed of their intentions.

Brandi is the classroom teacher: her strengths include ESL lesson planning, student learning ability and knowledge, & use of visual thinking maps. Cynthia is the library media specialist. Her strengths include experience in the classroom environment and a deep knowledge of library resources.

Collaboration schedule: Planning Day 1: Initial meeting Planning Day 2: Working meeting
 * goals of the lesson
 * items/materials needed to teach the lesson
 * responsiblies for each collaborator during teaching & planning
 * grouping of students for each part of the lesson
 * schedule the lesson days & times,
 * gather lesson materials
 * create parts of the book
 * create parts of the book labels
 * develop leading questions one of the educators will ask to lead students
 * lesson plan review

Goals for the two teachers include: - Creating a learning environment with a smaller student to teacher ratio - Engaging students in the learning process by having them create class "big books." - Involving students as the authors and illustrators to reinforce the vocabulary and the importance of each role.

Objectives: - Label parts of a book to include: cover, spine, back cover, & title page - Explain the difference between author and illustrator - Construct a big book for the classroom which includes: cover, spine, back cover, & title page - Compose a big book story for the classroom to include both text and illustrations

Standards addressed: TEKS (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (G) identify different parts of a book (e.g., front and back covers, title page). (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) predict what might happen next in text based on the cover, title, and illustrations (B) ask and respond to questions about texts read aloud. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion; (B) develop drafts by sequencing the action or details in the story; (C) revise drafts by adding details or sentences; (D) edit drafts by leaving spaces between letters and words (E) share writing with others. (17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression) (B) capitalize the first letter in a sentence (C) use punctuation at the end of a sentence. Possibly too many TEKS for one lesson - which of these will you assess? Will this be a prediction reading comprehension strategy lesson - or a main ideas lesson? For me the parts of the book fall into the "main ideas" strategy category.

AASL **Indicator 1.1.9:** Collaborate with others to broaden and deepen understanding. Appropriate selection of AASL standards (that can be assessed by educator observation 1.1.9, 2.1.5, and 4.1.1 and via student products - 2.1.6 )
 * Indicator 2.1.5:** Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * Indicator 2.1.6:** Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * Indicator 4.1.1:** Read, view, and listen for pleasure and personal growth.

How will the administrator be informed of your collaborative planning and teaching?

Collaborative Planning Form Lesson plan template