LP+Deconstruction

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

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.

· Reading Development Level

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6

However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment.

· Instructional Strategies

Review these strategies on page 13 in CS4TRC.

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

v Which of these instructional strategies do you need to learn? Name them and describe them.

· Lesson Length

v What are your questions about the lesson length? You must have at least one.


 * 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?

· 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 ||

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

v Which are the different formats or genres used to support learners?

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.

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?

· 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.

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.


 * 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.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example.

v Are there terms in these objectives that may need to be taught to students? Give an example.

Presentation

v Describe the modeling aspect of this lesson.

v How are the benefits of two or more educators maximized in the presentation component?

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component?

Closure

v Are students active in the closure component? What are students doing for closure?

Reflection

v How is the reflection component related to the learning objectives?

· Extensions v What are your other ideas for extensions to this lesson? Describe at least one.


 * 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. **