Collaborative+Lesson+Planning+Form

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" Negotiate and select a collaborative planning form (A1, A2, or A3) offered at: [|Lesson Planning Form] Select One:
 * Chapter 1. Collaborative Teaching in the Age of Accountability**

Supplement 1C―Collaborative Planning Sheet, Sample 3

Teachers: Dianne Welch, 6th Grade English Teacher Ilana Locker, Librarian
 * Teacher/Topic: **

Since April is Poetry Month, we will focus on one type of poetry - Haiku - which also ties in to our Social Studies Unit on Asia and Japan.
 * Topic:**


 * Dates/Times:

Unit Dates: the month of April 50 minute class periods This lesson comprises one 50 minute period.

1. Why are we asking students to engage in this learning experience? Goals/Standards **

We want our students to have knowledge and appreciation for various forms of poetry and understand the cultures from which they emanate. To that end, in this unit and lesson plan, we will be focusing on a form of poetry called Haiku (which also ties in to April being Poetry Month) and will cover TEKS standards in English Language Arts and Reading. Because Haiku is a Japanese form of poetry, this also ties in to the Social Studies TEKS for 6th Grade. We will also incorporate technology standards for 6th grade as well as the AASL Standards for a 21st-Century Learner.


 * 2. What do we want the students to learn? Performance Indicators/Learning Objectives**

By the end of this lesson, students will be able to:
 * 1) Define what a haiku poem is and its relationship to nature
 * 2) Compose a haiku poem
 * 3) Begin to recognize the cultural connection of Haiku to Japan
 * 4) Identify and utilize the resources available in the library for their studies


 * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each?**

__Learning Tasks/Responsible Educator__

Relate to previous learning, English Teacher Introduce and connect previous learning to today's lesson, English Teacher Provide background learning on the poetic form of Haiku, English Teacher and Librarian Resources available in the library, Librarian Reinforcement of how to use the OPAC, Librarian Monitoring of discussion of Haiku, English Teacher and Librarian Composition of Haiku poems, English Teacher and Librarian


 * 4. How will they communicate what they learned?**

__Learning Process/Products__

Graphic organizer on characteristics of Haiku Written form of Haiku on form given.to students Later these poems will be presented in video format for posting on youtube.


 * 5. How will they/we assess their learning?**

__Assessment Criteria/Tool(s)__

//Informal assessments:// Observation that students can use the technology tools. Observation during small-group discussion and note-taking on the characteristics of Haiku. Monitoring of individual Haiku composition. Teacher-posed questions about Haiku. Student-composed questions on Haiku.

//Formal assessments:// There are no formal assessments for this particular lesson.

However, the final product will be guided by and graded according to a rubric (draft sample: []) that will include components relevant to both English, Social Studies, Technology and Information Literacy.


 * 6. What resources will the students/we need?

Internet Books Computers Appropriate software **