Collaborative+Lesson+Plan

Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font.

=** Planning **= 4/10 Discuss and add reading comprehension strategy 4/15 Discuss and add to lesson plan 4/22 Discuss and create assessments 4/28 Double-check draft and finalize 4/29 A.4.2 Due =** Reading Comprehension Strategy **= Making Predictions and Drawing Inferences
 * Dr. M. **

=** Reading Development Level **= Advancing - ** Standards aligned with what grade level? **

=** Research-based Instructional Strategies **= Advance Organizers, Identifying Similarities and Differences, Notemaking, Cooperative Learning =** Lesson Length **= 50 minutes

=** Purpose **= The purpose of this lesson plan is to learn how to draw inferences and make predictions based on reading, research, and discussions. Students conduct research on an infectious disease describing the characteristics and impact this disease has caused on society and the environment. Students can then predict how this disease has or will be eradicated, providing solutions to its problems. =** Objectives **=
 * Good. **

At the end of these lessons, students will be able to
= = =** Resources, Materials, and Equipment **= Compare and Contrast Graphic Organizer, Note-making Graphic Organizer (Research Checklist), Zika Article, Computers
 * compare and contrast bacteria and viruses
 * perform research on specific infectious diseases and determine if it is caused by a virus or bacteria. Student should explain the characteristics that make the infection either a virus or bacteria.
 * ** make logical predictions as to how this disease will be eradicated. **
 * create an information brochure about a specific disease and its impact on society and the environment.

=** Children’s Literature (All Genres) **= //The A to Z of Infectious Diseases// by Carol A. Turkington and Bonnie Lee Ashby //Positive: A Memoir// by Paige Rawl //Zika: The Flying Disease// by Charlotte Stella //The West Nile Diary: A Story of Hope and Recovery// by Torrie Nguyen //Invisible Enemies: Stories Infectious Disease// by Jeanette Farrell //Chicken Pox and Shingles (Need to Know Library)// by Jennifer Plumb //Invincible Microbe: Tuberculosis and the Never-Ending Search for a Cure// by Jim Murphy and Alison Blank //The White Death: The History of Tuberculosis// by Thomas Dormandy //Rabies (Deadly Diseases and Epidemics)// by Thomas E. Kienzle and Edward I. Alcamo //The Hot Zone: The Terrifying True Story of the Origins of the Ebola Virus// by Richard Preston //Spillover: Animal Infections and the Next Human Pandemic// by David Quammen //Bacteria and Bayonets: The Impact of Disease in American Military History// by David Petriello //Viruses, Plagues and History: Past, Present and Future// by Michael Oldstone //Outbreak// by Robin Cook
 * Good. **

=** Websites (and Databases) **=
 * YouTube video (3:18 min): Bacteria and viruses
 * MyBrochureMaker, Brother Creative Center Brochures, Jukebox Print, Google Docs or Microsoft Office Publisher
 * Web 2.0 Tools and Citation Information Handout
 * How-to Instructions for making a brochure with Google Docs
 * //Student Science// Article titled, Zika Virus Raises Alarm as it Spreads in the Americas
 * Good. Does your school have databases with science information? **

=** Materials (Other Consumables) **=
 * Graphic Organizers (and Rubrics) **
 * Note-making Graphic Organizer
 * Compare and Contrast Graphic Organizer
 * Project Instructions and Rubric
 * Please see my comments on your graphic organizers. **
 * Excellent. **

=** Equipment (Technology) **= Computers, LCD Projector

=** Collaboration **= School Librarian Roles and Responsibilities Classroom Teacher Roles and Responsibilities =** Assessment **= The students completed graphic organizers, class and paired discussions, and research notes. The summative assessment will be the graded criteria of the final product based on the rubric. Educators will use the same rubric guidelines as the students to assess the project. Students and educators will both complete a reflection of the assignment. =** Standards **= __ //Content-Area (Biology) Standards and Objectives: Biology 112.34// __ 3(D): evaluate the impact of scientific research on society and the environment 4(C): compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza
 * Actively engaged in the brainstorming process on Day One; Records student responses in Think Aloud
 * Gathers resources and materials for student research (books, reference books, databases, websites)
 * Reviews the guidelines of creating citations and ethical research
 * Monitors the research process
 * Explains how to use the Web 2.0 brochure tools
 * Create a brochure example to present to students
 * Assess student outcomes
 * Good. It can be fun for educators to create sample final products together. This is also a great way to test your rubric. **
 * Creates the Focus on Day One
 * Reviews the background information on bacteria and viruses
 * Leads the Think Aloud on Day One
 * Creates a list of infectious diseases for research
 * Monitors student research process
 * Explains expectations of the final product
 * Assess student outcomes
 * Who will teach scientific piece about research and eradication? **
 * Please see my comment on your rubric/checklist. **
 * 3 (D) will be important to teach/investigate. **

** Reading and/or writing **
__ //English Language Arts and Reading standards// __ 110.31(22): Students clarify research questions and evaluate and synthesize collected information. 110.31(23): Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation.
 * Good **

=** Listening and speaking **=

__// English Language Arts and Reading standards //__
110.31(24): Students will use comprehension skills to listen attentively to others in formal and informal settings. 110.31(26): Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
 * Good **

=** Other content areas (NAME them) **=

=** Information literacy **= __ //AASL standards and S4L objectives:// __ __ Standard 1 __ : Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. __ Standard 2 __ : Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 2.1 Skills 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. =** Educational technology **= __ //AASL standards and S4L objectives:// __ __ Standard 3 __ : Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 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.
 * Good **
 * You can also use TEKS technology or ISTE standards. **

=** Implementation **=

=** Process **=

DAY ONE
=** Motivation **= Students will watch a 3:18 video explaining bacteria and viruses. Students will then be shown images, via a PowerPoint presentation of individuals ridden with an infectious disease caused by a bacteria and virus to open up a class discussion on the characteristics of bacteria and viruses. Educators use the powerpoint presentation to introduce the lesson. The Teacher will ask questions to the students on their previous knowledge of these disease and what they know about them. The Librarian will note what the class already knows on these disease and display these notes to the class.
 * Good but the motivation could be more creative in terms of maximizing the benefit of two educators. A skit that involves spreading bacteria and viruses could make an impression. **


 * Your well-done PowerPont could actually be folded into your presentation. **

=** Student-friendly Objectives **= I can compare and contrast bacteria and viruses and create a product explaining my findings.

=** Presentation **= Educators and students complete a ThinkAloud about the similarities and differences of bacteria and viruses. One educator leads the class discussion, while the other records students' responses. Students will then complete their graphic organizer. In order to prepare for their research, the class will do a case study on the Zika virus as an example. Students will perform a paired reading exercise with the //Student Science// article on the Zika virus. Students discuss with their partner how this virus is affecting society or the environment. Students then share their responses with the class.
 * Good. Will they fill out the graphic organizer based on this article? You could improve your presentation by modeling notemaking with think-alouds. **

=** Student Participation Procedures **= =** or **= =** Student Practice Procedures **= Raise hands to participate in the class discussion. Record notes on the graphic organizer. Read and discuss with partners. Share responses with the class. =** Guided Practice **=
 * Good **.

Educators monitor student completion of the graphic organizer. Educators monitor the paired reading assignment and conduct the class discussion.

 * Good **

=
Librarian and teacher will monitor students for completing items on the rubric criteria during the research process. Support students in taking pertinent information and putting it into their presentation.=====

=** Closure **=

=
Educators introduce the research guidelines and go over the list of disease options. The librarian passes out the project instructions to each student. Educators will answer any questions about the project including research and brochure creation.=====


 * Students are not active in this closure. Do they have learning they could share? **
 * The research guidelines could be for another day. **

=** Reflection **=

What disease will you choose to perform research on and create an information brochure? Why did you choose this disease? Is this a current issue or one from the past? Has it been eradicated?

 * How will students decide on the disease to research? Will they have an immersion or exploration time before they commit? This seems to be a traditional research project rather than inquiry. **

= **Extensions** (Moreillon 15, 17) =

Students will take their research and create a detailed eradication plan based on their findings.

 * I think students would need further study on how scientists research cures for diseases or stop the spread of diseases. This research will not be sufficient. **

=**Process Cont.**= DAY TWO and THREE Students will perform research on their chosen disease and complete the Note-making Graphic Organizer and checklist. Students will then choose a brochure-making Web 2.0 tool and create their final product. Students should follow the rubric guidelines as they complete the project. Students and educators will use the rubric to assess the project. Students and educators will both reflect on the strengths and weaknesses of the project.
 * Good **.

Moreillon, Judi. // Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact //. Chicago: ALA, 2012. Print.  Treatment: