Rubric+CLP

v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario. || Two of these are missing from the scenario. || All three of these are missing from the scenario. || v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s). || One of these is missing from the scenario. || Two of these are missing from the scenario. || Three or more of these are missing from the scenario. || **Plus -** Answer each of these items **here** on the rubric.
 * **Motivation of Collaborators ** || The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
 * **Instructional Goals and Standards ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">The scenario includes:

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 * 1) A schedule for future collaborative planning sessions. You **MUST** include a real schedule for completing A.4.2 for LS5443:
 * 1) A planning form selected (provide link to a wiki page with your blank or partially completed form):
 * 1) Strengths brought to the partnership **and this lesson/unit** by Person A:
 * 1) Strengths brought to the partnership **and this lesson/unit** by Person B:


 * 1) How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:

__ **Note:** Answer each of these questions here on the rubric.

|| || **<span style="color: black; font-family: 'Arial','sans-serif';">Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form ** __

v <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Content-area standards – **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">including **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> a **reading comprehension standard**. v <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Content-area objectives. v <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">AASL standard(s) and strand(s) (S4L). v <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">S4L objectives (indicators). v <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">At least one graphic organizer. v **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Self-assessment rubric **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> for students. v <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Assessment rubric for educators. (This can be the same but **MUST** be noted as such.) v **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Responsibilities **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> for assessment. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">One of these is missing from the planning form. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Two of these are missing from the planning form. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">All three of these are missing from the planning form. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Understanding by Design: ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Standards **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">And Objectives ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">The collaborative planning form includes:
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">And Objectives ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">The collaborative planning form includes:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">See below. ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">One of these is missing from the planning form. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Two of these are missing from the planning form. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">Three or more of these are missing from the planning form. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">Assessment Tool(s) ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">The collaborative planning form includes:
 * Note: Content-area standards and objectives MUST come from a district or state curriculum standards. **

Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning.
 * This is how to present the AASL Standards: Standard/Strand/Indicator **


 * 5 Additional Points:** Each of these is listed or described **on the planning form** (**one point each**):


 * 1) **Relevance** to students’ lives (Why should students learn this? Why will they care?):
 * 2) Responsibilities for gathering or creating resources:
 * 3) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * 4) Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * 5) Materials (consumables such as graphic organizers, notemaking tools, art supplies)

v Use the rubric to self-assess your work. v One partner will submit the rubric with the top portions completed for **both** Part 1 and Part 2. v The other partner will submit the URL to the scenario and the completed collaborative planning **FORM** on your wiki.
 * Assessing and Turning in Your Work: **

__ **Total from Collaborative Planning Form Rubric (25 points possible):** __

**Total for Parts 1 and 2 (50 points possible):** __ To prepare for the collaboration: 1. Determine a grade level. 2. Decide on a "role." One person can take the perspective of a classroom teacher; the other can take the perspective of the school librarian. (It is my belief - and in my experience - these roles are not as distinct after a collaborative partnership has developed over time.) 3. Determine whose wiki you will use for your collaboration and posting your partner’s name and the URL for your wiki on the BBW Student Projects page in the designated table cell. Use the <span style="font-family: 'Times New Roman',serif; font-size: 115%;">sample student wiki for ideas for your wiki pages for this assignment.
 * Module 3.2: **

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 115%;">**Note:** Wiki-based discussions can include a phone log and notes on the conversation, a Meebo or other chat log archive, an email trail that includes main topics of conversation or other means BUT these must be documented on the discussion tab in Wikispaces. If you use other means, copy and paste your logs into a Wikispaces discussion. These logs must show collaborative conversations.

**Assignment 3.3 - Benchmarks for CLP (Scenario and Collaborative Planning Form)**

 * Identify learning outcomes by identifying content-area curriculum standards and AASL standards, strands, and indicators. Do this first. This is UbD, Understanding by Design (Wiggins & McTighe), also called “backward planning.”
 * Meet regularly with your collaborator – either in person or virtually. Note: You must document your conversations.
 * Read the guidelines for constructing effective rubrics at: []
 * [|Set] up a scenario page and collaborative planning page on your wiki (ONE page).
 * Choose a collaborative planning form (See Module 1.4.), or create one of your own.
 * Copy and paste the collaborative planning FORM onto your wiki page. Note: You do NOT have a choice of lesson plan templates. Everyone will use the lesson plan template from page 15 in CS4TRC, which is downloadable from A.4.2: []
 * Establish a schedule for future planning sessions, or a timeline for completing various components of the lesson plan. Include this on your Rubric 3.3 – Benchmarks for CLP.
 * Continue to negotiate aspects of the plan with your partner.
 * Complete the scenario narrative and planning form.
 * Review the [|Rubric 3.3] – Benchmarks for CLP (Scenario and Planning Form).