LP+Deconstruction+Graphic+Organizer

Carol = purple Kellie = green
 * [|Graphic organizer Bubbl.us]

Lesson Plan Deconstruction – A. 3.3 Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. ** A graphic organizer differs from a worksheet in several important ways.
 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.


 * Important: **
 * 1) Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black!
 * 2) Where you see a **diamond-shaped** bullet (turned into a "v" by wikispaces), you will need to provide a response.
 * 3) “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist.


 * Planning **

· Reading Comprehension Strategy Questioning

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.1.2 Use Prior and background knowledge as context for new learning. 1.1.3. Develop and refine a range of questions to frame the search for new understanding. 1.1.6. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process. 2.1.2. Organize knowledge so that it is useful. 2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situatuions, and further investigations. 3.1.1. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Excellent analysis.

· Reading Development Level

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: __ Emerging: Grades K-1 __

· Instructional Strategies

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies haver you used in your teaching? Name them.

I have used: Identifying similarities and differences Summarizing and note taking Cooperative learning Questions, cues, and advance organizers Nonlinguistic representation. I have used the following researched based instructional strategies: Identiying similarities and differences Summarizing and notetaking Nonlinquistic representations Cooperative learning Setting objectives and providing feedback Questions, cues and advance organizers Generating and testing hypotheses Reinforcing effort and providing recognition Homework and practice

v Which of these instructional strategies do you need to learn? Name them and describe them. I have used all of the strategies to some degrees. However, I know that I could develop these strategies more, especially if I were working with a flexible schedule. I have used all of these strategies throughout my teaching career. My district has conducted district wide training for all teachers on researched-based strategies (Marzano) and we continue to learn how to implement these strategies in our classrooms. Good self-assessment. It is interesting to note your overlap and your individual strengths and background knowledge related to the strategies. Questioning and notemaking and summarizing are particularly important for resource-based lessons (research/inquiry). It is important to develop a range of strategies for engaging students in these strategies.  Lesson Length

v What are your questions about the lesson length? You must have at least one. Can students stay engaged and on task for the duration of this lesson? This lesson seems to cover a lot. How many sessions (1 or 2) would be most effective to teach this lesson? I can see how trying to cover all components in one lesson might be rushing things through.

For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (50 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop! I have co-taught this lesson to 2nd graders in one session, to 1st graders in two. In both cases, the anticipatory set was conducted in advance in the classroom - reviewing the pathfinder and browsing books informational books on Egypt.


 * Note:** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?

· Purpose

v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? With so much to cover, this lesson must be co-taught using a flexible schedule. It would be impossible for one person to cover all that needs to be covered if he/she only had a 45 minute fixed class period (that includes check out time too) to get it all done. I think that this questioning lesson fits nicely with the kind of instruction that should be taught in the library. Both teachers are actively teaching the class and are drawing upon library resources (print and technology) to guide students in posing questions. Students can proceed from this lesson into an inquiry activity to find answers to their final burning questions which is a natural extension of the questioning process.

If you have a fixed schedule, the first thing to do is separate checkout from instructional time. Students/classes can come to the library at other times to checkout books; do not sacrifice instructional time for checkout.

If we think about reading and information seeking as interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.

· Objectives

Review Bloom’s Taxonomy: []

v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.


 * Example:**
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify || Comprehension ||

Brava for examining both teacher and student-friendly objectives. Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
 * Obj.: Pose before, during, and after questions using key vocabulary words. || Verb: pose || Level on Bloom’s: synthesis ||
 * Obj.: Compare questions asked by two groups and identify unanswered questions. || Verb: compare || Level on Bloom’s: analysis ||
 * Student-Friendly Obj.: Ask before, during, and after questions. || Verb: ask || Level on Bloom’s: analysis ||
 * Student-Friendly Obj.: Use key vocabulary words || Verb: use || Level on Bloom’s: application ||
 * Student-Friendly Obj.: Compare questions asked by two groups. || Verb: compare || Level on Bloom’s: analysis ||
 * Student-Friendly Obj.: Identify unanswered questions. || Verb: identify || Level on Bloom’s: comprehension ||
 * Student-Friendly Obj.: Choose the most important question. || Verb: choose || Level on Bloom’s: application ||

· Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers Materials Equipment

v Which are the different formats or genres used to support learners? Book, Venn diagram, graphic organizers, photographs, data projector and interactive white board, websites Multicultural fiction, visual aides, pathfinders and photographs are used to support learners in the lesson.

v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Technology tools utilized during this lesson include a projector, interactive whiteboard and internet resources. Do we always need to integrate technology tools for student use into a lesson? Note: This book was written in 2006 before many of the Web 2.0 tools we have used in our class were available.

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. ​ By coteaching this lesson, educators are able to present literature and information literacy skills with other curricula (e.g., social studies) to provide students a meaningful connection across content area. With a smaller group, both educators will also have more teaching time. When both groups are brought back together, both educators can be a model when completing the class-sized Venn diagram. Besides having another educator to help plan and implement the lesson, both educators will benefit from smaller group sizes (and fewer distractions/chances for students to get off task) as well as gain valuable experience/growth in collaborative endeavors. Brava - and for including benefits to students and to educators. There are also planning benefits. Even with published lesson plans, prior planning - although shorter - is needed.

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Instructors observe student's responses for the ability to pose questions and to identify similarities and differences in their questions. The completed Venn diagram and question evaluation graphic organizer are another means to evaluate for student understanding.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students are participating in a think-pair-share with their partner as well as completing a Question Evaluation Graphic Orgainzer. Educators should always set expectations for the completion of a graphic organizer. This is modeled in this lesson. Students can also self-assess by reflecting on whether or not it was easy or difficult for them to accomplish the learning tasks.

 · Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. TEKS correlating to this lesson at the first grade level: (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); (11) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (13) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (K-1); (15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. The student is expected to: (A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3); (B) use pictures, print, and people to gather information and answer questions (K-1); (16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K-3); (18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to: (C) write to record ideas and reflections (K-3); (23) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: (A) record or dictate questions for investigating (K-1); 17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images, literature, and artifacts;  (C) sequence and categorize information; and  (18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:  (A) express ideas orally based on knowledge and experiences; and (B) create visual and written material including pictures, maps, timelines, and graphs.  Which of the TEKS does this lesson actually ASSESS?

Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.

v Which AASL indicators align with this lesson? Give both the number and the description for each. 1.1.2 Use Prior and background knowledge as context for new learning. 1.1.3. Develop and refine a range of questions to frame the search for new understanding. 1.1.6. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.3.4 Contribute to the exchage of ideas within the learning community. 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process. 2.1.2. Organize knowledge so that it is useful. 2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situatuions, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.4.4 Develop directions for future investigations. 3.1.1. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. All of these standards work to a greater or lesser extent. When you design your own lesson, you will want to select three or four that you will actually **assess**.


 * Implementation **

· Process Motivation

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?

v What are your ideas to increase student buy-in to this lesson? Give at least one. Collect various items (food, clothing, jewelry, spices, rose water) that would be found in the market and give students the opportunity to use their senses to explore each (taste, smell, colors, textures). Compare and contrast with shopping in their neighborhood. Playing music from Egypt would get students interested in this lesson.

Excellent ideas.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. Yes, an example of an appropriate objective for first grade would be to ask questions before, during, and after reading a selection.

v Are there terms in these objectives that may need to be taught to students? Give an example. Perhaps students would need to be taught the concept of **comparison** in more concrete terms before asking them to compare questions that they have generated.

Good. Educators need to ensure that students know all the terms even in student-friendly objectives. (This can be especially important for ELLs and students with special needs.) Of course with repeated use through co-teaching and collaboration, students will comprehend more terms - especially because educators will use the terms in both the classroom and library settings.

Presentation

v Describe the modeling aspect of this lesson. Each educator models asking and answering question. Both teachers model questioning based on the book jacket and provide opportunities for students to ask questions themselves. The educators model the use of graphic organizers for the students as they progress through the lesson and generate questions about the text and illustrations. v How are the benefits of two or more educators maximized in the presentation component? By dividing the class in half, each presentor has an opportunity to interact with each child in the group throughout the presentation. Also, by dividing the class in half, each educator can cover more content in the given amount of time.

Student participation is sooooo important. Research does not consistently bear out the benefits of smaller class size, but anyone who has worked with a group of 15 students as compared with a group of 30 KNOWS the difference. Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Yes, I believe that the directions are clear. An example in the Closure component: "With a third color marker, pose and record after reading questions." Each part of the lesson is clearly communicated from preparation through closure. I think the directions are clear. In the presentation section, educators are told specifically and in detail what they are to do to conduct the lesson. For example: "Begin reading the print. While reading the first half of the book, think aloud and use another color marker to record the educator's (or students') questions in the "during reading" section of the category matrix."

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? Since the class has been broken into two smaller groups, educators can easily monitor students as they pose questions.

Closure

v Are students active in the closure component? What are students doing for closure? Students are engaged in the closure component by posing "after reading" questions in complete sentences and having those questions recorded in a third color. Each group determines questions that were answered by the text and which were not. Each group then settles on a final burning question. Additionally, students are brought back together into one group to complete a whole class Venn diagram to record each group's similar and different questions. Finally, students work to complete the Question Evaluation Graphic Organizer and share each groups final burning question.

We should always involve students in summarizing in the lesson closure. This prepares them for the reflection piece.

Reflection

v How is the reflection component related to the learning objectives? The reflection portion of the lesson has students answer questions about the questioning process students underwent during the lesson. One of the objectives on the lesson was to have students pose before, during, and after questions. By reflecting on the questioning process, students are internalizing and evaluating the objective.

Yes, students (and educators) must reflect on their learning. This is a critical aspect of metacognition and learning how to learn, which is truly what we are teaching when we teach strategies. · Extensions v What are your other ideas for extensions to this lesson? Describe at least one. In my experience, students always love to learn about animals. An extension of this lesson could be for students to locate information on an animal living in Egypt, such as the crocodile, hippopotamus, gazelle, camel, egret, and frog. Pairs of students can complete a KWL chart on a selected animal. Both educators can model using a KWL chart to small groups of students. Students can use selected resources located in the library to complete chart. At the conclusion of the class, students can share with classmates what they learned about the animal. Focus on inquiry about the weather of the region. The teacher-librarian can model use of a web 2.0 brainstorming tool with the class and both teachers can facilitate student generated questions about the climate and weather patterns of Egypt. Have students work cooperatively to research information found in the library to answer these questions and then create a presentation to share their information. Have students answer simple questions after the presentation to self assess their products. Both educators will plan, model during implementation, monitor students and evaluate student generated products. This type of extension would be conducted over several sessions both in the library and classroom. Excellent ideas. Modeling and guided practice will most likely need to be repeated numerous times before students are ready to do this work independently.

P.S. Never let a published lesson plan compromise your creativity. You and your collaborator will know the abilities and interests of your students and should adapt all lessons to the students in your care Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!


 * Project Due: November 13th at 9:00 p.m. – 30 Possible Points for the Graphic Organizer. **
 * Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.3 for details. **