Collaborative+Unit+Plan


 * Collaborative Unit Plan – A.3.2 **


 * Planning**
 * **Grade Level** - Fifth Grade
 * **Content Areas** - Language Arts/Social Studies/Technology
 * **Lesson/Unit Length -** Five or six lessons over the course of a six-week period.


 * **Purpose -** Our intent is to utilize storytelling and traditional literature as a means to understanding different aspects of various cultures' histories. By learning about historical events, beliefs and other cultures in general through story-form, we hope that the students will gain a broader understanding of the effects of particular events and be able to apply that knowledge in their own sort of retelling.


 * **Objectives** (please refer to the Standards section below for ties between objectives and standards):
 * 1)  ﻿ ﻿ Students will develop an understanding of five other cultures and their histories.
 * 2) Students will be able to retell one of the covered cultures' examples of traditional literature.
 * 3) Students will be able to make connections between historical/cultural events and that culture's traditional literature.
 * 4) Students will utilize technology (edu.glogster.com) within groups of 2 or 3 in order to create a historically/culturally relevant Glog representation of a culture's traditional literature.


 * **Resources, Materials, and Equipment**
 * computer access/Internet
 * traditional literature
 * world history books
 * microphones
 * [|story map (7D)]
 * [[file:Double Entry Journal.doc]]
 * anchor texts (traditional literature from each culture)


 * **Collaboration -** ** Collaboration between teacher-librarian and public librarian will be formed using research methods and resources offered by the public library for the school library's use. The public librarian will introduce new research avenues for various cultures including databases, reference materials and culturally specific texts while the teacher-librarian facilitates the students' individual research paths. The educators will co-teach culturally relevant traditional literature and folktales. Each lesson will consist of one folktale being told by either teacher-librarian or public librarian while the other educator writes down student responses to the tales highlighting the culturally and historically relevant themes from each text. **** After all cultures have been covered, the teacher-librarian and the public librarian will perform a short skit in which they portray the main characters from each culture's folktale; this will act as a motivator for students to choose the culture to which they are most interested for remaining research. A modified option here could include the librarians acting out the skit while the students guessed what characters were being portrayed. **
 * **Assessment -** ** The story map will show evidence of their ability to accurately retell their chosen folktale. The Glog created within the groups will demonstrate their understanding of the cultural/historical connection with the folktale, as well as provide an outlet for creativity in retelling. **


 * **Standards** 1

5.14A Compare text events with his/her own and other reader's experiences. (LA) ||
 * ~ Standards Alignment ||
 * Learning Objective || AASL Standards || Texas Essential Knowledge and Skills ||
 * ﻿ ﻿﻿Learning Objective 1: Students will develop an understanding of five other cultures and their histories. || 4.1.5 Connect ideas to own interests and previous knowledge and experience || 5.4A Connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening. (LA)
 * Learning Objective 1: Students will develop an understanding of five other cultures and their histories.

Learning Objective 3: Students will be able to make connections between historical/cultural events and that culture's traditional literature. || 4.4.4 Interpret new information based on cultural and social context. || 5.4B Compare oral traditions across regions and cultures. (LA) 5.14C Articulate and discuss themes and connections that cross cultures. (LA) 5.14B Determine distinctive and common characteristics of cultures through wide reading. (LA) 5.23B Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States. (SS) || 5.10E Use text's structure or progression of ideas such as cause and effect or chronology to locate and recall information. (LA) 5.10G Paraphrase and summarize text to recall, inform, or organize ideas. (LA) || 5.11B Interpret text ideas through such varied means such as journal writing, discussion, enactment, and media. (LA) || 1 LA = Language Arts, SS = Social Studies, T = Technology
 * Learning Objective 2: Students will be able to retell one of the covered cultures examples of traditional literature. || 3.1.3 Use writing and speaking skills to communicate new understandings effectively. || 5.5D Use effective rate, volume, pitch, and tone for the audience and setting. (LA)
 * Learning Objective 4: Students will utilize technology (edu.glogster.com) within groups of 2 or 3 in order to create a historically/culturally relevant Glog representation of a culture's traditional literature. || 4.1.8 Use creative and artistic formats to express personal learning. || 5.5C Present dramatic interpretations of experiences, stories, poems, or plays to communicate. (LA)
 * Learning Objective 4: Students will utilize technology (edu.glogster.com) within groups of 2 or 3 in order to create a historically/culturally relevant Glog representation of a culture's traditional literature. || 2.1.6 Use the writing process, media and visual literacy and technology skills to create products that express new understandings.[[image:http://www.wikispaces.com/i/editor/insert_table.gif width="1"]][[image:http://www.wikispaces.com/i/editor/insert_table.gif width="1"]][[image:http://www.wikispaces.com/i/editor/insert_table.gif width="1"]][[image:http://www.wikispaces.com/i/editor/insert_table.gif width="1"]] || 5.7B Use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia. (T) ||
 * Learning Objective 4: Students will utilize technology (edu.glogster.com) within groups of 2 or 3 in order to create a historically/culturally relevant Glog representation of a culture's traditional literature. || 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. || 5.25B Produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports. (LA) ||
 * Learning Objective 1: Students will develop an understanding of five other cultures and their histories. || 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. || 5.13A Form and revise questions for investigations including questions arising from interest and units of study. (LA) ||
 * Learning Objective 4: Students will utilize technology (edu.glogster.com) within groups of 2 or 3 in order to create a historically/culturally relevant Glog representation of a culture's traditional literature. || 1.3.3 Follow ethical and legal guidelines in gathering and using information. || 5.3B Model respect of intellectual property by not illegally copying software or another individual's electronic work. (T) ||


 * Implementation**
 * **Process -** The teacher-librarian and the public librarian will co-teach a lesson about the history and social customs of different cultures of the world. Various avenues of research will be introduced by the public librarian, and an introduction to the availability of different media will be given. The teacher librarian will then introduce students to safe and effective online search strategies, so they will be prepared to research cultural information alone or in teams. These roles can be switched or replaced with other educational professionals as available or desired.


 * **Motivation -** Discuss the ties between literature and history. Being able to understand how life affects art and vice versa is important to cultural literacy later in life. Helping the students make ties between literature (both traditional and modern), plays, films and other media will allow for a broader understanding of world events and the many layers that are penetrated by a simple act. Before reading the folktales, the students should have been introduced to the originating cultures' related events/beliefs. Then, having the students retell a simple folktale in their own words will ensure a full understanding of the tale before delving in to its cultural and historical connections.


 * **Student-friendly Objectives**
 * 1) Identify important aspects both historical and cultural of the culture being studied.
 * 2) Re-tell the work of traditional literature using your own words.
 * 3) Make connections between the historical/cultural study and the work of literature.
 * 4) Create, with a small group, an edu.glogster.com representation of the traditional literature of one culture using culturally and historically accurate resources found online.


 * **Presentation -** The teacher librarian and the public librarian will co-teach research methods in a historical and cultural context. Each of the cultures covered will include the reading of a folktale in its entirety. After the initial reading, the students will conduct brief guided research on the culture being discussed. A re-reading of the folktale will follow with one educator reading and the other writing the students historical and cultural connections in a visible space. An open discussion will take place after the story has been completely re-read and commented upon. Any appropriate sections of the text will be re-read for emphasis or to enhance the understanding of the connection between the text and the historical or cultural significance. Afterward, each student will complete a story map in order to create an individual retelling of the tale. Upon the completion of all cultural lessons, the educators will remind the students of the covered cultures by acting out the main characters of the folktales to encourage the students' interests in one of the tales. The students will then be paired up according to their cultural interests to create a Glogster retelling of their culture's folktale. The Glog will be created at edu.glogster.com and include accurate and relevant cultural and historical information to create the folktale. Students will be able to record add their voice to the glogster, as well, and use any technological means available to recreate their folktale with the information taken from their research. Students will self-assess their work, both individual and paired, using a [[file:Glogster Rubric.doc]] created by the teacher-librarian. Educators will use this same rubric to assess students' Glogs. The final projects will be displayed in poster-form at the public library, and links to the complete Glogs will be available on both the school and public library homepages.
 * **Student Participation Procedures or Student Practice Procedures**
 * 1) Students will raise their hands to bring attention to a cultural/historical connection with the text.
 * 2) Students will complete the story map noting the main characters, setting, problem, plot, and solution.
 * 3) Students will ask questions before during and after independent and paired study.
 * 4) Students will make connections between the culture and traditional literature using a double-entry journal.
 * 5) Students will compare and contrast the cultural ideas drawn from their research by discussing each other's Glogs.


 * **Guided Practice** - The educators model how to complete a double-entry journal and then observe, and clarify instructions when necessary, the students to be sure they are gaining a complete understanding of the text and able to adequately connect it to their personal and research experiences.


 * **Closure -** Students present their Glogs to the class and a guided discussion of the cultural connections to the folktale will be held. Glogs will also be displayed in poster-form at the public library and available in the school library for viewing in their entirety on a specified computer.


 * **Reflection -** The students will be guided to reflect upon their interpretations of the various cultures and folktales by comparing the differences in opinions and manifestations of those opinions. The students will also be asked to self-assess their work.


 * **Extensions (Moreillon 15)**
 * Students will have the opportunity to retell their individual and group stories as a special public library event. They will introduce the covered cultures and their Glog retellings.
 * Students will be able to meet and write to ePals within their chosen culture of study.
 * Students can film each other presenting their folktales to be shared with their ePals.


 * **Unit Plan Summary -** After the public librarian and teacher librarian share a variety of folk tales from each culture, students will choose a folk tale from one of the cultures. Students will conduct research about the specific culture, identify cultural ties within the folk tale, and retell the folk tale with a partner. The teacher-librarian and the classroom teacher will also conduct mini-lessons that focus on volume, pitch, and tone for the retellings. They will model this skill by showing both good and bad examples of story retellings. The public librarian and teacher librarian will also introduce Glogster to the students by showing them a [|sample Glog] and instructing students on how to use this tool. The public librarian and teacher-librarian will also discuss copyright including links for copyright-free images and how to cite the images. The Glogster rubric will be shared with students so that they understand the expectations for the project. In pairs, students will create a Glogster page that includes a podcast of their retelling including notes creating historical ties to the specific culture and relevant images representing the culture or folktale.

Additional Collaborative Resources:
 * Please view our Resource Sharing and Collaborative Planning Form pages:
 * History within Folktales
 * Collaborative Planning Form

Adapted from: Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.