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Aspect 1: The Syntax
Student Learning Goals	Instructional Strategies	Instructor Actions	Student Activities
Students
1) Students will be able to effectively research using the internet, encyclopedias, magazines and newspapers	Direct instruction Evaluation	Introduction to research. Why research is important Explain the 5 W's and H (Power Point Presentation) How to find information using encyclopedia, magazine, newspaper Assign Worksheet "5W's and H"	Notes for notebook worksheet: "5 W's and H" Find information using 1)encyclopedia 2)Magazine 3) Newspaper 4) On-line sources
2) Students will be able to desegregate into needed and un-needed information based on their research findings	Direct Instruction Collaboration Evaluation	Go back over 5W's and H asking students to highlight the who, what, when, where, why and how in magazine article Class discussion: on what is important what is not Why unnecessary information is given in magazine/newspaper articles	Using the magazine article gathered find the 5W's and H highlight each with different color Discuss information with class and small groups write summarization
3) Students will be able to recognize and appropriately site sources using a variety of reading materials	Direct Instruction Evaluation	Give class notes on MLA style show examples for Encyclopedia, Magazine, and a Newspaper (Power Point Presentation) Class assignment select one of each type of media and write the MLA style	Use information gathered write Annotation in MLA style for 1)Encyclopedia, 2) Magazine, 3)Newspaper Homework: write one MLA Style for each of the following encyclopedia, magazine, newspaper
4) Students will be provide concise summarized information based on criteria provided pertaining to the bibliography source	Direct Instruction Class Discussion Evaluation	Go over MLA style again creating annotations from student work Discuss summarizations Worksheet: Summarization	Write annotations using MLA style and summarize article Summarization worksheet
5) Students will be able to create and Annotated Bibliography using MLA style	Direct Instruction Evaluation	Review MLA style and summarization discuss problems in homework Allow students time to work in class creating Annotated Bibliography	Create Annotated Bibliography cards with summarizations
6) Students will be able to separate categories for Primary and Secondary Sources	Direct Instruction	Introduction to What is a primary source? What is a secondary source? Give instructions for Creation of Word Document: size, type, margins, title	Worksheet What is the difference between Primary and Secondary Sources Divide sources into primary and secondary for typing
7) Students will collaborate together	Class Discussion Evaluation	Allow students time in class to work on Annotated Bibliography students can work together or separately	Typing Annotations in a Word document
Teacher
Instructional Strategies: Implement student instruction in the areas of summarization, MLA style, writing for information; design worksheets and follow TEK guidelines for Reading	Instructional Collaborative Dialog	Direct student learning towards goal of creating annotation, reinforcement of learning strategies taught in class, maintain review of new concepts each day. Create and design worksheets.
Classroom Management: Maintain student learning, keep students focused and on topic, work with diverse learners to maintain understanding and give individual direction	Directional	Working in the library lab enables students to switch from lab to library it also allows the teacher to move from group to group for more one-on-one discussion. Diverse learners are partnered with other students for peer-to-peer mentoring. Groups stay more focus, working in a quiet environment.
Technology: Working with mentor to understand technology and enrich student learning	Collaboration Demonstration	Working with mentor to better understand technology/short mini session for demonstration on how to use projectors, computer program, help in devising template for annotated bibs. Show how to create power point presentation for demonstration.
Mentor
Technological support: Tech support for the teacher on how to use technology in the classroom	Questioning Collaboration	Giving suggestions for technology to use in the classroom; showing and teaching power point when asked, helping the teacher develop a power point for instructional use.
Planning/Implementing: Questioning and looking at the lesson to be taught	Questioning Brainstorming	Meet with teacher to help guide her when developing her lessons when using technology; how can I best help her be comfortable when using technology to teach her lesson
Mentoring strategies: How best to help the teacher	Collaboration	Making the teacher feel excited about trying new ideas and concepts to use in her classroom, to help her feel better about the use of technology and software available at school
Aspect 2 The Social System
Describe the interpersonal structure of the instructional experience.
Students will have individual requirements necessary to establish grades and examine instructional knowledge. Students will also work in groups of two to three to brainstorm and discuss problems. Collaboration with partners and others will help facilitate the learning experience. Diverse learners will be working collectively with both a partner and the teacher to achieve goals set in the classroom by the teacher.
*Aspect 3 The Role of the Instructor*
Describe the general instructional role. For example, will you or the instructor present material, guide students as they research their own issues, etc?
The instructor will be the teacher she will plan, instruct, and guide students toward her learning objectives. My role will be supportive to work behind the scenes and give guidance when asked, in both the lab and the library.
*Aspect 4: The Support System*
Describe the type and amounts of instructional, technical, and other resource support required for instruction.
Instructional Support	*Technical Support*		*Other* *Support*
1) Listen to teachers needs in the classroom 2) Give instructional support when using the computer lab 3) Help design power point presentation give feedback before student presentation 4) Make suggestions for final evaluation of learning goal	1) Provide time in computer lab and library for research 2) help design power point template 3) Provide expertise in Microsoft Word/ Power Point teach shortcuts and show how to save information to file exclusively for teacher and student use		1) Give positive/supportive feedback for teacher's endeavors