A.3.2+Lesson+Plan+Deconstruction

Here is the link to Dr. M's wiki page for this project: http://ls5443samplewiki.wikispaces.com/LP_Deconstruct

Here is the link to Dr. M's Lesson Plan Deconstruction Graphic Organizer: Link to Graphic Organizer- A.3.2 Lesson Plan Deconstruction

A.3.2 - Lesson Plan Deconstruction Page
Dr. M.
 * Collaborators:** **Ashley** and ** Leslie **


 * Instructional Level:** Elementary School-Fourth Graders


 * CS4TRC Lesson:** Ch. 4-Using Sensory Images


 * Prewriting/thinking Tools:** Webspiration - ﻿ // Owl Moon //
 * Link to Webspiration web - **

[]

Detailed, thoughtful, comprehensive

A graphic organizer differs from a worksheet in several important ways.
 * A.3.2 - Lesson Plan Deconstruction**
 * Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. **


 * **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.


 * Reading Comprehension Strategy: **
 * Instructional Level: **


 * Planning **

· Reading Comprehension Strategy (RCS)

v ﻿Using Sensory Images

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. Missing - See the matrix at: []

· 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 or email the professor for several high school examples from her forthcoming book.

· 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. I have used identifying similarities and differences almost on a daily basis. Summarizing and note taking is used approximately once a week per subject area. Meaning, that they take notes once a week and use these notes once a week to write a summary according to the notes. Of course, note taking and summarizing has always been modified to a lower level. For instance, we would draw a graphic organizer and fill it in together and the children would write it in their journals then later in the week they would write 3-5 sentences telling me about what they learned. Notemaking is a critical strategy for school librarians to be able to teach in many different ways. Last but not least, cooperative learning has been a big part of my classroom no matter the grade. I have used summarizing, nonlinguistic representations, cooperative learning, and advance organizers. I taught bilingual education students, so we used nonlinguistic representations a great deal. I am fluent in Spanish, so I could translate if needed, but we used a lot of pictures, body language, facial expressions, hand gestures, and more. This would be in classroom situations, but also in non-instructional situations (cafeteria, hallway, playground, etc.) Cooperative learning is one of my favorites. An example of how I used this is an election project we would do during election years. Students would get into groups of 4-5 and select one presidential candidate, vice-presidential candidate, campaign manager, and treasurer. They had to make posters, slogans, prepare for a debate, and then everyone would vote at the end to see what that experience would be like.

v Which of these instructional strategies do you need to learn? Name them and describe them. I need to set more objectives and providing feedback as to where the student is on the scale of these objectives. I always give my students quick feedback on their work and we talk about what needs to be improved on. However, I feel that I could do better with the more formal objective based feedback. Making sure student-friendly objectives are aligned with assessment is equally critical in explaining the lesson to students and determining the success of the lesson. The two strategies that I wish I had used more and that I would like to learn more about are note-taking and setting objectives. I have learned that it is a good idea to share with the students what the objectives are - so they can self-assess and help accomplish those objectives. Note-taking is something that I think is very good to do beginning with around 4th or 5th grade students. It's an important skill that they can utilize throughout the rest of their lives. I would like to learn more about different note-taking techniques and how to introduce them. As Ashley notes, notemaking can be taught to younger children through modeling and small group or whole class guided practice.

· Lesson Length

v What are your questions about the lesson length? You must have at least one. I am wondering what to do in a situation where the lesson is taking longer than I thought it would. Then, let's say we have to leave to go to specials or lunch or if the day is ending. What is the best way to find a stopping point, leave the lesson unfinished, and return to it at a later time? This is especially tricky in the library where scheduling can be even tighter than the classroom. Hopefully, you will be working with a flexible schedule and will have allowed some wiggle room. This is where collaboration can be a big help. Working with the teacher who should be able to guess-timate the time based on prior experiences with the students in question. And sometimes, the classroom teacher may have to continue the lesson without the librarian...  These days in the classroom there is a big push for a lot of information to be learned in a short amount of time. I am stuck in my old school ways of "stay with the objective until there is mastery and THEN move on." How do I change my thought about this? What good is it doing the children if we teach one overall concept each week but most of them never really get the whole concept because there isn't enough time in one day to do everything that the coaches and administrators would like to see done in forty five minutes per day. I am hoping that co-teaching lessons in the library will alleviate some of this time tension. If there is a lesson that is planned for two days in the library, hopefully we plan accordingly and fit what we want and need to into the two days. Thoughtful questions... My opinion... We cannot afford to wait for students to achieve mastery before we move on. Using the concept of a spiral curriculum, students will have repeated opportunities to revisit and master specific skills and strategies.

Depending on the situation, it might be possible to leave an aide, volunteer, or student working in the library to handle check-outs and for the librarian herself to go into classrooms throughout the school and work collaboratively with teachers that way. Or, maybe the fixed schedule could be arranged so that there is one day of the week when no classes are scheduled. The librarian could then use this day to work more indepth with individual teachers, though it would be just for that one day each week. Speaking from a teacher's point of view, I like the suggestion that you have made about switching times with another teacher so that each teacher has two back to back days in the library one week and the other teacher has two days the next week. This way a lesson can be extended upon without a time deterrent. This will help more students understand the objective that the teacher and co-teacher are working on. Best of all ... work with library program stakeholders to institute a flexible schedule in which student learning can be optimized. · Purpose
 * 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?

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? I do believe this lesson is connected to instruction that might take place in the school library. Part of this lesson is to use evidence from the text as they write. This is an information literacy skill. I do not think it's necessary that this lesson be taught IN the library's physical space, but I think a librarian is an ideal person to collaborate with a classroom teacher on this lesson. Personally, I believe that any skill can be one that a librarian can help with. There might be lessons that more can be done with than others but all can be enhanced by using a teacher-librarian as a resource. As Leslie stated, I too don't think that this lesson necessarily needs to be taught in a library. The teacher-librarian can visit the classroom to help the teacher conduct this lesson. We are agreed.

· 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 ||
 * Objective 3 || ﻿ Analyze || Analysis ||
 * Objective 4 || Compose (Create) || Evaluation ||
 * Objective 5 || Self-Assess || Evaluation ||

· Resources, Materials, and Equipment Children’s Literature - Owl Moon by Jane Yolen, illustrated by John Schoenherr Websites - [|www.owling.com] Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site.

Admit Slip -Web Supplement 4H

Category Matrix -Web Supplement 4I

Sample Persuasive Paragraph -Web Supplement 4J

Persuasive Paragraph Rubric -Web Supplement 4K

Materials - train whistle Equipment - projector (overhead, data, or interactive whiteboard)

v Which are the different formats or genres used to support learners? This lesson includes strategies that will help auditory learners (train whistle, owl call). Cooperative learning, as well as individual work, is included. Also, technology (website) and literature (Owl Moon) are used in this lesson. All of these will support learners and help them understand visualization techniques and other objectives. Anything than can make the information come alive will be a positive enhancement when helping children learn. The children get so tired of the same daily routine. Something as small as moving the class to a different room can spark their interest in learning. For instance, moving a science class to the science lab. Technology will always get the attention of students no matter what kind of learner they are. Technology always makes way for information to seek into their minds. Kids especially love the owl calls. Many teachers have commented on the effectiveness of the Admit Slip.

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 Used- A website is used to play an owl call for students. The projector is used to help students see and follow along with the graphic organizers. Technology Not Used- Pictures of the type of owl can be shown. There are some animal magazines for children called "Zoobooks" that can be used or animal information cards to gain information. The children might create different sounds that they think the owl might make. There might be an Owl Encyclopedia in a library or local bookstore that the teacher can acquire for the lesson. How about a tree branch from a type of tree that this particular type of owl might live in?

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Two or more educators will have their time and expertise utilized to the maximum potential in this lesson. Having two educators allows one to read aloud while another models. Additionally, two or more educators can circulate throughout the room as students work in groups or with partners. They will be able to double the number of groups with which they interact and they will be able to double the number of individual students with whom they conference to discuss the persuasive paragraphs. The main benefit co-teaching of this lesson provides is that the teachers can help with the student conferences about the persuasive papers. Another way that the children would benefit from the co-teaching of this lesson is that one can make notes about the information that is being read to the children. This models correct note taking for the students. The co-teachers can bounce ideas off one another. Through their modeling the children will better understand how to work in cooperative groups or partners. There are two teachers that can help the student with reading, visualizing, and analyzing text. The librarian might be able to reach some of the children that the teacher is having trouble reaching using her teaching or counseling method. Different teaching styles help different learners. The more learners are reached, the more their lesson is a success. Excellent analysis - that makes a compelling argument for flexibly scheduled libraries based on coteaching.

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. The educators can assess informally as they work with groups and individuals on the activities in this lesson. They will be able to see if there are students who do not understand or are not grasping a concept. The category matrix can be assessed for completeness as another evaluation technique. There are many different methods for assessing the student outcomes and opportunities for students to assess and help others. The students read the book together, if one child is having more difficulty reading the book the other child can help their buddy. The students are also self assessing their writing by using a rubric. The teachers can walk around and help the children as they are working, making for many opportunities for informal assessments with reading, tally marks, note taking, and visualizing.

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

· Standards Reading and/or writing -The students can self assess their reading when reading with their partner. Reading aloud allows for the students to hear their mistakes. The rubric will help to assess their persuasive writing. Listening and speaking -This lesson will help the learners listen and speak at appropriate times and at the correct volume. Other content areas -Science-This lesson allows the children to learn about the noises and senses that an owl uses to communicate, hunt, and live in their environment. Information literacy -The learners will learn how to identify information that is needed, where to locate it, organize, and use it correctly. Educational technology -The students will learn how to identify needed information on a website and know how to identify valid information from the Internet.

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.

Brava to both TEKS and S4L...

**4.1 Reading and Language Arts. Listening/Speaking Purposes**. The student listen actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such as to gain information, solve problems, or to enjoy and appreciate;

**4.2 Reading and Language Arts. Listening/Speaking/ Critical Listening.** The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to: (A) interpret speakers' messages (verbal and nonverbal), purposes, and perspectives;

(A) acquire information including text, audio, video, and graphics;
 * 4.5 Technology Applications. Information acquisition. ** The student acquires electronic information in a variety of formats with appropriate supervision. The student is expected to:

**4.9 Reading/vocabulary development**. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:  (A) develop vocabulary by listening to selections read aloud (4-8); (B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5);use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarifry

**4.10 Reading/comprehension.** The student comprehends selections using a variety of strategies. The student is expected to: (G) paraphrase and summarize text to recall, inform, and organize ideas (4-8); (K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8)

**4.15 Writing/purposes.** The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8) (B) write to influence such as to persuade, argue, and request (4-8); (E) present information in various forms using available technology (4-8);

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.

__** AASL Indicators: **__ **2.1.6** Use the writing process, media, and visual literacy and technology skills to create products that express new understandings.
 * Skills Indicator **

**2.2.4** Demonstrate personal productivity by completing products to express learning.
 * Dispositions Indicator: **

**1.3.5** Use information technology responsibly. **3.2.3** Share knowledge and participate ethically and productively as members of our democratic society.
 * Responsibilities : **

**3.4.2** Assess the quality and effectiveness of the learning product.
 * Self-Assessment Strategies Indicator: **

**4.3.2** Recognize that resources are created for a variety of purposes.
 * Pursue personal and aesthetic growth. **


 * 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? Reading their persuasive paragraphs to other classes is the motivation activity that is incorporated into this lesson. The students will listen to the book //Owl Moon// being read aloud and then vote for the paragraph that best suits the book. This will definitely get their attention because the children love to vote on things. Healthy competition is always an added benefit where the children are concerned! They love it! Motivation is what gets the students interested in the lesson. Yes, I think the motivation sequence will invite them into the lesson. Hearing the story and the owl call will captivate their interest. During the 2nd session of the lesson students will be motivated by knowing that another class will be reading their paragraphs. If the motivation portion of the lesson fails, it is difficult to keep students on task for the remainder of the lesson.

Motivation, in this case, comes at the onset of the lesson. The Admit Slip and owl call are highlighted here. Yes, the subsequent motivation of sharing their work will engage many students. v What are your ideas to increase student buy-in to this lesson? Give at least one. I think that the student's will buy into this lesson because there are two people teaching it together. This doesn't happen often and it will be very "cool" for them to see two people that are enjoying them selves while working and doing something productive. An age appropriate strategy that I would like to use is a Venn Diagram between different types of owls. The senses could be incorporated into the Venn Diagram. Which senses can you use for one of these owls? Are there any that are alike? The children could make their own owl snack made out of a graham cracker and icing as a fun activity for the last day of the lesson to munch on while they watch students imitate or act out different types of owls or they could act out different things and choose the right sense they would use to do that activity. I agree with Ashley in that the students will buy into this lesson because there are two teachers. I think the owl call will also help them buy into the lesson. Relating the story and topic to their lives and experiences will also help them buy into the lesson. I mentioned in the Webspiration web that some students might have experience with hunting or another situation where thinking like the animals helps. Letting them discuss these experiences will also allow them to buy into the lesson. Another idea is that the teachers could ask questions aloud that they have always wondered about owls. This can prompt students to ask questions aloud and may help lead into the story.

Yes, and you pointed out an important idea. Even though the target RCS of this lesson is "using sensory images," activating background knowledge can come into play in this lesson or any other.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. Yes, these objectives are at the instructional level of our fourth grade students. Part of our objective is for the student's to compose a persuasive paragraph that uses evidence and formal language. Writing is heavily taught during fourth grade and having the students write a persuasive paper then grade it with a rubric is age appropriate. Yes, these objectives are at the appropriate instructional level. Writing a persuasive paragraph is a 4th grade objective and to incorporate this with science is a way to get them interested in writing this paragraph. Using the age appropriate rubric helps them learn to self-assess, something they need to be doing at this grade level, especially regarding their own writing.

Agreed

v Are there terms in these objectives that may need to be taught to students? Give an example. Some students might not know what persuasive means nor what a rubric is therefore the teacher would need to explain what these two things are. A teacher would benefit from having an example rubric and persuasive paragraph handy to show the students. Depending on their background, some students may not know the meaning of words or phrases such as: tally marks, similes, metaphors, rubric. These terms should be easily taught using examples, especially tally marks and rubric. Similes and metaphors are part of the lesson objectives, so through this activity, all students should be able to come to understand what these terms mean.

Yes, you may need to teach the vocabulary of the objectives. The important thing is that they are words related to the learning objectives.

Presentation

v Describe the modeling aspect of this lesson. The two instructors modeled everything that the children need to know how to do when it is their time to produce the same work. The instructors showed them how to listen and visualize, matrix was shown and described, tally marks of the senses were demonstrated, and the rubric was used and discussed. The modeling aspect of this lesson is integral to the objectives and is greatly assisted by the collaboration between two or more educators. Students may not be accustomed to closing their eyes and imagining a scene based on a description. By modeling this, the teachers show how it works and what thought processes go into it. The more they see and practice doing this the better they will be at doing it themselves.

Modeling with think-alouds is key to strategy instruction, whether RCS or info lit strategies.

v How are the benefits of two or more educators maximized in the presentation component? The matrix can be passed out by one partner while the other one continues teaching the lesson. Then, one reads while one visualizes. The one visualizing will be a perfect example of how to visualize for the kids and models how to explain what she saw while the other collaborator was reading the story. The educators will then role play, share examples of persuasive paragraphs and model how to use the rubric, and `talk about similes and metaphors. Two or more educators are maximized here because one reads the story and the other models the visualization techniques. This would not be possible to do with just one teacher in the room. One teacher could do a think-aloud, but to read and visualize at the same time at least two teachers are needed. As the visualization teacher talks about what she imagined the other teacher can provide feedback and assist the students in thinking of ways to relate those examples with their own imaginings.

Yep

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. The directions are very clear because everything that the teacher has the students doing on their own has been appropriately identified and modeled by the two presenters. I agree with Ashley that the directions are clear for the student practice procedures. The directions are concise and are numbered to help students follow the steps for each lesson. Each step is described thoroughly, but is not so wordy that it would be confusing to 4th graders.

Posting the objectives is another key to success. Students and educators can refer to them as needed. Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? The facilitators monitor the different partner groups in the class while they are reading, visualizing, and tallying. The teachers make sure that the groups are taking turns and makes sure that the ultimate cooperative learning environment is being created. Both teachers are working on conferencing with different students at the same time. The two collaborators can also help the students create and use a rubric effectively. As students work in small groups tallying figurative language and individually on their paragraphs the two or more educators will be able to double the amount of individualized instruction and spend more time working one on one or with a small group. This will ultimately benefit all students.

The lesson objectives include high-level skills for which students will need support.

Closure v Are students active in the closure component? What are students doing for closure? Yes, our fourth graders would be a very big part of this lesson's closure. The students share their owl paragraphs, vote on the most used sense in owling, then conduct reflective conversations. As I stated earlier, voting gives a classroom a healthy sense of competition and the children always love competition! The closure portion of the lesson allows students to bring their group or individual work back to the whole class. On the first day they will share examples of figurative language that they found in the text. They will have ownership of this because they have worked with their partner to tally the figurative language examples they found and they will be involved in sharing them with their classmates. On the second day, students will share their individual paragraphs with their small groups. Students take pride in sharing their work and will be very involved in this closure activity.

Keep students active throughout the lesson.

Reflection v How is the reflection component related to the learning objectives? The reflection component helps the students realize what all went into their learning experience. These questions allow for them to make connections that they might not have realized without them. What are some techniques writers use to help reader visualize? How did we use visualization to help us comprehend text? || How did we record what sense were used? || Would you recommend using a rubric to help with your writing? Why or Why not? || Reflecting on the lesson helps students really internalize what they have learned. It brings them full circle to see how the activities they completed helped them acheive the student-friendly objectives they saw at the beginning of the lesson. The educators can model the reflection as well by thinking aloud about their own responses to the reflection questions. This can prompt a reflective discussion amongst all of the students and they can learn from each others reflections.
 * ** Objective **
 * Number ** || ** Objective ** || ** Reflection **
 * Question ** ||
 * Objective 1 || Use their senses to experience an occurrence. || How did closing our eyes help us visualize?
 * Objective 2 || Identify and record senses used. || How did we identify the senses that were used?
 * Objective 3 || Analyze figurative language. || How does figurative language increase the effectiveness of sensory imagery? ||
 * Objective 4 || Write an effective persuasive paragraph. || What were the steps that we used in order to create a persuasive paragraph? ||
 * Objective 5 || Self-assess by using a rubric. || How did the rubric help you self assess your work?

The chart is a great way to self-check. Brava!

· Extensions v What are your other ideas for extensions to this lesson? Describe at least one. The children could have a make a snack owl buffet. There could be graham crackers, icing, sprinkles, and other food items that they could use to make an owl themed snack for the last day of the lesson. The students could munch on these while playing "Owl Charades" or "Which sense would you use to.......?" Students will always remember lessons that are learned then followed with some sort of fun activity. Another way to add and expand on this lesson is to integrate the owl into the science lessons. I listed s ome science T.E.K.S. because while teaching this lesson some small pieces of information could be referred to. For instance, an owl's sound is a trait that is inherited. Anyhow, the teacher could take this fact and create an entire science lesson from this lesson. During this science lesson the science lab could be used and if there is a special science teacher in the lab then they could collaborate with them. One way to extend this lesson would be to let students choose another animal and read a non-fiction selection about that animal. Once they have learned a little bit about that animal they could write another persuasive paragraph that discusses which sense is the most important regarding that animal. Also, students could write their own similes and/or metaphors about owls or about the other animal they have studied.

Thoughtful and professional deconstruction - exemplary collaborative process


 * Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!


 * Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.2 for details. **