A.3.2+LP+Deconstruction+Graphic+Organizer


 * A.3.2 - Lesson Plan Deconstruction**

**Abby Hancock** ** DaLin Cummings ** ** Dr. M. **

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 ||
 * Less flexibility || Greater differentiation and support for ELLs and special education students ||
 * Does not always stimulate higher-order thinking skills || More likely to provoke higher-order thinking due to open-endedness of the possible responses ||

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: Fix-up Options **** Using Fix-up Options **


 * Instructional Level: High School (need specific grade??) **** Secondary - Advanced **

My error - The advanced lessons from my forthcoming book are targeted for 9-10 grade students.


 * Planning**

· Reading Comprehension Strategy (RCS)

v Name the RCS. Fix-up Options *Using Fix-up Options

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 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. 1.1.9 Collaborate with others to broaden and deepen understanding.-- I'm not sure this one fits with the reading comprehension strategy as much as the lesson itself. That is true! 1.4.3 Monitor gathered information and assess for gaps and weaknesses.

· 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.

Advanced: Grades 9-12 Advanced - 9-10

· 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. Identifying similarities and differences Setting objectives and providing feedback Questions, cues, and advance organizers Summarizing and note taking

Identifying similarities and differences Setting objectives and providing feedback Questions, cues, and advance organizers Summarizing and note taking Cooperative Learning Nonlinuistic representations

v Which of these instructional strategies do you need to learn? Name them and describe them. __ Note-making __ - I've done note taking, but not really note-making as described in the text. The students need to be able to put the notes into their own words to show their understanding of the material rather than just writing down quotes. They must also take down at least enough information about the source to be able to locate it again. __ Cooperative learning __ - I never used true cooperative learning. Most of the work was done as individuals. I did do some small groups for work or experiments, but as I said not true cooperative learning. The students need to be able to work as a group toward a common goal. Making sure you have provided both group and individual accountability is key. __ Nonlinguistic representations __ - When I worked in science and math, we did experiments and hands-on activities, and used picture and model representations, but I never really used it in the reading instruction. The closest I came was using graphic organizers to organize thoughts, etc. Using kinesthetic representations can be especially fun for young adults (as well as young children). The drama technique called "tableaux" has worked well for me.

__Note-making__- While I've learned that it's best for students to summarize notes into their own thoughts in order to show their understanding of the material, I have never quite been able to figure out how to make this happen in my classroom. I've done note taking, but note-making seems difficult for students to grasp when they haven't been asked to do something like that before. Another obstacle that I've found to note-making is student organization; however, when students are able to put notes from the teacher into their own words, it is a higher order thinking skill than simply copying what they view on the board or scree n.

You both have identified one of the huge challenges in information literacy. Developing your toolkit in notemaking strategies can help you reach more learners. There are several models like "Trash-N-Treasure" (Google it!) and the "Deleting-Substituting" model on page 100 in CS4TRC. I believe that the Cornell notetaking process can be notemaking if taught properly. Students need repeated practice in order to achieve a level of mastery. Motivation can be the biggest challenge!

· Lesson Length

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

Would a librarian do this lesson all day with a teacher or just one class? I'm wondering if a librarian could afford to spend two whole days back to back doing this lesson.

What better way to spend her time? ;-) The lesson are designed for 50-minute instructional periods. The time listed is what it took in my experience.

If I am alone in the library with no aide and only young and inexperienced library workers, how do I spend this much time teaching (all day for two days) and still manage the daily running of the library?

Do you have library student aides? Or adult volunteers? The library itself should be able to run while you are teaching. Many solo librarians institute a self-checkout system in order to teach rather than be tied to clerical duties.


 * 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? This lesson incorporates a quick lesson on citations, but the purpose of the lesson involves reading comprehension strategies. I think any instruction is the type of instruction that "should" take place in the classroom, as long as it is focused on student learning, engagement, and achievement. Agreed

Quite frankly, I don't think there is a limitation on what "should" be taught in a library. The opportunities are only limited by teachers' willingness and librarians' schedules. Much of what I have taught in the library in the past has been research and research skills. Not to say that this is the only thing that should be taught in the library, but it seems to be the most common and the one to which teachers are receptive. Using the fix-up options would lead right into the research element of using the library. I truly think that the librarian should have an aide and be able to do more instruction with classes. However, it has been my experience that often the librarian is alone, with no aide, and has to work around the daily running of the library to do any kind of instruction. The research element draws teachers into the library and gives the librarian the perfect opportunity to use this type of lesson to build not just research skills, but also boost reading skills in general; rather like a lesson hidden within a lesson. Agree again. I think many school librarians do a disservice to themselves and to the profession by narrowly defining what is a "library" or "information literacy" 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 || Define || Remembering ||
 * Objective 2 || Determine || Analyzing ||
 * Objective 3 || Practice/Apply || Applying ||
 * Objective 4 || Interpret || Applying ||
 * Objective 5 || Justify || Evaluating ||
 * Objective 6 || Describe || Understanding ||
 * Objective 7 || Share || Applying ||

Incorporating several levels of Bloom's in one lesson is ideal.
 * Objective || Verb || Level on Bloom's ||
 * Objective 1 || Define || Remembering ||
 * Objective 2 || Determine || Analyzing ||
 * Objective 3 || Practice / Apply || Applying ||
 * Objective 4 || Interpret || Applying ||
 * Objective 5 || Justify || Evaluating ||
 * Objective 6 || Describe || Understanding ||
 * Objective 7 || Share || Applying ||

· Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site. Materials Equipment

v Which are the different formats or genres used to support learners? Emily Dickinson Poem - found on web site Fix-up Options PowerPoint Fix-up Options Animoto videos (both fast paced and slower paced) Graphic Organizer and checklist (student and teacher resource) Sample paragraph Overhead, Internet access, and data projector or interactive whiteboard

Paper/Website for poem (depending on how teacher presents it and student access to computers) Whole class visuals (PowerPoint, Animoto videos) Graphic organizer for track use of fix-up options Checklist for what to include in paragraph Sample paragraph Modeled process between partners

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. An Animoto video and PowerPoint are used to introduce the 16 Fix-up Options to students. Students could use some sort of online collaborative tool to share their interpretation of the tone of the poem with another group and receive feedback that way before they share their interpretation in the closure section.

Yes! That would, of course, extend the time needed for the lesson...

PowerPoint and Animoto of Fix-up Option Online version of poem Internet Data projector Interactive whiteboard

Do you still use an overhead in your library?

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. At one point in this lesson each educator takes half of the class to share the fix-up options process and their interpretations as closure for the lesson. Two educators also allows for the role-playing in this lesson.

What about the think alouds and modeling at the beginning? Students will have the opportunity to hear that two people do not use fix-up options in exactly the same what to make meaning. That is important.

They facilitate half-class group sharing and reflections. Working together helps the student to teacher ratio and gives the students more interaction with the educator to reinforce and enhance learning more efficiently.

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Students complete a graphic organizer that shows their use of the fix-up options as they read Dickinson's poem. Students write a paragraph that shows their interpretation of the tone of the poem. Students write a paragraph that shows their reflection on the use of the fix-up options.

Completed graphic organizers

Paragraphs (may apply other writing rubrics to summaries)

Both graphic organizers and paragraphs show the process and results of learning

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students have the chance to view all or part of a completed graphic organizer and paragraph, which would help them self assess their own work. They also have a chance to reflect on learning at the end of each day.

Yes. One of the paragraphs asks that they describe how fix-up options helped them to interpret the poem. Remember to include self-assessment in your lesson plan.

· 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 English II (10th grade) Reading - extract information and use graphic organizers to comprehend text 110.32 (b)(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry.

Writing - prewriting; interpret; summarize 110.32(b)(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

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. But you were lucky to get one written after the S4L were published.
 * Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)
 * Collaborate with others to broaden and deepen understanding. (1.1.9)
 * Monitor gathered information and assess for gaps and weaknesses. (1.4.3)

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. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.4.3 Monitor gathered information and assess for gaps and weaknesses.


 * 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? The motivation in this lesson would be effective in capturing students' interests because it deals with interactions with other teens. They will find the situation funny.

Yes, I believe it will because it is hitting upon two important factors that they deal with at that age: dating and embarrassment, especially in regards to dating. They will be able to laugh at someone else while still recognizing and identifying with the situation. They will also love the fact that the teachers are role-playing, something they will deem "funny." It would be hysterical.

v What are your ideas to increase student buy-in to this lesson? Give at least one. I think changing the language in the motivation would help increase student buy-in. My school does not offer French, so most students would not identify with that example. Spanish may be a better option for the students in my school or slang could be used where one person knows what the slang means and the other does not. Yes, is there a similar miscue to "terrible"?

Could ask for other examples of how not understanding something heard or read could lead to embarrassing or dangerous consequences. Yes. How could you further prompt that with students?

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. Yes, the verbs used in the objectives are at the students' level, but they also are not too simple. For example,the objective "Use fix-up options to explicate the poem, line by line" starts out with an appropriate verb (use) but also uses the word "explicate," which is at an appropriate level for advanced and might challenge their thinking.

As these are high school students, they should be at a level to compose paragraphs for a summary or describing fix-up options that they have used to help in their interpretation. They should also be at a high enough level to understand underlying meaning and have experiential background knowledge to help with the interpretation.

v Are there terms in these objectives that may need to be taught to students? Give an example. Fix-up options will need to be taught to students, but that is taken care of during the lesson.

Yes.

__ Explicate __ - this is another word for analyze or develop an idea in some detail. This is not a common word used even by adults, much less students. So I believe this word will need some explanation. Good. We should always be teaching new vocabulary in context!

Presentation

v Describe the modeling aspect of this lesson. The educators model losing comprehension when reading and then using the fix-up strategies to track their comprehension.

One educator is reading the poem aloud, while students follow along on copies. The modeling aspect comes with the educator models reading in chunks and using think-alouds to share their line-by-line interpretations of the first one or two stanzas of the poem. Use the graphic organizer checklist. Check off fix-up options when used and record comprehension process in notemaking format. Demonstrate that there is no single interpretation of a piece of literature. Circle portions of the text, which may require further exploration.

Excellent - again notice the benefit of having two educators to model.

v How are the benefits of two or more educators maximized in the presentation component? Two educators in this lesson allow the students to see how the process works before they have to do it. It also allows students to reflect on the process in a smaller setting than whole group.

One is able to model the process while the other is able to monitor student attention and refocus as necessary or assist with clarification.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Yes, the directions are given in small steps, one by one:
 * 1) Take turns reading lines of text with a partner, no more than one stanza at a time.
 * 2) Think aloud.
 * 3) Note which fix-up options were used and where they were used.
 * 4) Record notes on graphic organizer.
 * 5) Circle words and phrases that need further exploration.

Yes. Guided practice: "Students use the checklist to guide their interpretations and compose individual paragraphs to justify their interpretation and describe their use of fix-up options to make meaning." The students have a checklist to guide them in their interpretations and in composing the paragraphs. They also have the graphic organizer that they can use to remember which fix-up options they used, and how and why they used them.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? In the guided practice component the educators support students in all aspects of the activity, making sure they understand the process.

The educators support partners in thinking aloud, completing the graphic organizer, and discussing the poem.

Monitoring should always be specific in terms of what the educators will be looking for as students practice.

Closure

v Are students active in the closure component? What are students doing for closure? Yes. Day 1: Students help assess which options were used most frequently and which were used less often or not at all. They will speculate on why.

Day 2: Working in two groups (one with each educator), the students share the fix-up options process and interpretations, discuss unanswered questions, and reflect on the learning either orally or in writing.

Day 1 the students actively try to figure out why certain fix-up options were used more frequently than others. Day 2 the students actively engage in discussion about the process of using fix-up options, interpretations of the poem, and any unanswered questions they still have.

Too often educators summarize the learning or ask one student to summarize the learning rather than facilitating whole class involvement.....

Reflection

v How is the reflection component related to the learning objectives? The objectives are about learning how to use fix-up options to interpret reading and derive meaning from it. The reflection is about why they should or would use what they have just learned. Just because you know how to do something, doesn't mean you know why you do it or why it is important. The reflection reinforces why the objectives are important.

During reflection students are asked to consider how fix-up options help a reader interpret meaning from what they are reading, which is directly related to the learning objectives because they are all about using fix-up options and interpreting tone.. The reflection has them think about why it would be a good idea to use these strategies to understand something both on the surface and at a deeper level.

· Extensions

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

Using fix-up options could be extended into different genres, such as a play or prose. Perhaps a different genre from the same time period could be used.

Fix-up options could be used for the rest of the year when trying to decipher hard-to-understand text or when trying to interpret a text rich in symbols and metaphors. This process could also be used as a test-taking strategy for TAKS or EOC.

Yes. This strategy can and should be used with all genres, in all disciplines, or authentic (and inauthentic - testing) purposes!


 * 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.