Scenario

//** Person who first approached the other partner. **//

Teacher approached the teacher-librarian in need of resources for a lesson on Thanksgiving celebrations in the United States and other nations around the world. //** Motivation of Collaboration **// Teacher and teacher-librarian decided that two heads were better than one and it would cut their time in half to co-teach the unit on Thanksgiving celebrations around the world. It might cut their planning time in half; I'm not sure about lesson implementation time.

The collaborative conversation started very briefly in the hallway in passing and continued in the teacher's lounge during lunch and the planning stages were in motion.
 * // Where (location within the school) the first collaborative conversation took place. //**

3rd Grade
 * // Grade level //**

**//Content area//** Social Studies Reading/Language Arts

//** Initial goals **// Students to have an understanding of different cultures and how holidays are celebrated differently. Students use prior knowledge and gained knowledge to create a presentation that reflects on both. Students understand and use effectively their skills to to gain, analyze, and evaluate information. //** Initial objectives **// 1.1.6: Read, view, and listen for information presented in any format(e.g., textual, visual, media, digital) in order to make a inferences and gather meaning. Think about how you will assess these. Which reading comprehension strategy will you integrate into this lesson?
 * TEKS**
 * Social Studies**: 3.12 Culture. The student understands ethnic and/or cultural celebrations of the United States and other nations.
 * Reading Language Arts**: 3.2: A, B Listening/Speaking/Culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.
 * AASL Standards:**

Our schedule will be as follows: Thursday of the 2nd week to make final preparations and decide who will teach what portion of the lesson and how the other will assist. I would also like to see your planning schedule for this actual LS5443 A.4.3 assignment. Sorry, we thought it was a part of the scenario.
 * //Collaborative Planning Schedule//**
 * Week 1:** Mon. and Wed. from 3:45-5:00 for collaboration for 1 week.
 * Week 2**: Mon. and Wed. from 3:45-5:00 for gathering reviewing resources/ making copies

Collaborative Planning Form

//**Strengths brought to the partnership by Person A**// Thelma Nelson, Partner A, has been involved in education for 20 years, certified she has taught K, 3, 4, and 6 and non-certified positions include a private learning center and technology 5 & 6 grade maintaining all campus technology hardware/software as well as organizing and training in staff development (campus and district level). She is currently in a new position as librarian at an elementary campus. Her information literacy strengths are in technology, organizing and planning staff development with collaboration between staff members. Her academic strengths are in reading/social studies and science while differentiating for special need students in a general ed classroom.

//**Strengths brought to the partnership by Person B**// Megan Locke, Partner B, has been a teacher for 3 years and brings experience in teaching grades 1 and 2. Additionally, she studied abroad, working with students at an international school in grades 2 and 3. All of her teaching experience has been in an ESL classroom. She is the English/Language Arts coordinator for her campus, leading the English/Language Arts vertical team, planning flexible group partnerships across all grade levels, and organizing co-teaching opportunities. Her strengths are English/Language Arts curriculum planning and ESL instructional strategies.

//**How the administrator has been informed of the collaborative planning in process:**// The teacher-librarian has met with the administrator to make him aware of the collaboration that is taking place. The administrator has asked for the teacher and teacher-librarian to keep a journal on the progress of student learning as well as the workload (increase or decrease) of each educator involved. He has asked them to present their findings in a PowerPoint to the other staff members during a staff meeting to promote collaboration on his campus.

Brilliant! May I please share this with both sections of the course? It is okay with me! :) -Megan Me too :) Thelma