A.3.1_LP_Deconstruction+Graphic+Organizer

A.3.1 - Lesson Plan Deconstruction Page

 * 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 (or *), 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.

Green = Dr. M.
 * Blue =** Shelly
 * Purple =** Nancy

) * Name the RCS. ** Using Sensory Images **
 * Reading Comprehension Strategy:** Using Sensory Images
 * Instructional Level:** Advanced
 * Planning** · Reading Comprehension Strategy (RCS


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

For me, 1.1.2 and 1.1.6 relate directly to the using sensory images reading comprehension strategy. The others relate to other aspects of the lesson.


 * 1.1.2 Use prior and background knowledge as context for new learning. **
 * 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. **
 * 2.1.2 Organize knowledge so it is useful **
 * 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. **
 * 4.1.8 For extension: Use creative and artistic formats to express personal learning. **

· Reading Development Level ** Advanced: (Grades 4-6) ** · Research-based Instructional Strategies * Which of these research-based instructional strategies have you used in your teaching? Name them. ** With the exception of summarizing and note-taking and advance organizers, I have used all the strategies listed. Identifying similarities and ** ** differences, nonlinguistic representations, cooperative **** learning, setting objectives and providing feedback and questions and cues. ** I have used all of these strategies, but my favorite is cooperative learning, and Metaphors (similes). Figurative Language is a blast to teach. Summarizing doesn't get me as excited as the others so maybe through these lessons I will find ways to excite me and my students. Summarizing and notemaking are essential to library work. Developing questioning skills is also essential to library work. Through modeling, we can help students learn to ask better questions. * Which of these instructional strategies do you need to learn? Name them and describe them. ** I am not sure that I need to learn the instructional strategies I do not use as much as I just need to implement them. In my area of teaching summarizing and **** note- taking **** are not exactly conducive to my situation but can be done. Summarizing main ideas and taking notes might be able to be utilized when teaching **** about different composers or the era they lived in. As far as advance organizers to help prepare students and record what they already know, time constraints **** play a large part in my ability to implement these strategies. I do, however need to learn how to take these strategies outside my own subject and apply them to **** other areas. ** Your mention of time constraints is related to the challenge of fixed library schedules with fixed (short!) period length.

As I've taught these, one strategy that seemed to be hardest for my students and for me to explain has been synthesizing. I agree, Nancy, it's branching out into other subjects that I will need to work at. I teach these strategies, but I want to pull these in with different subjects. As a librarian, I can't get into a rut and stay in one subject. I also notice that these lessons aren't set aside by themselves. I like pulling them together. Summarizing and synthesizing are two difficult strategies to master. They take practice, practice, practice... Brava for your goals. If you do not already, please consider other advance organizers beside K-W-Ls. Admit slips can be useful to building background knowledge when students do not have it. Venn diagrams are the most common similarities and differences graphic organizers but there are others that can be more effective. Category matrices and webs can allow for more precise comparisons. Consider kinesthetic representations as well as visual.

· Lesson Length * What are your questions about the lesson length? You must have at least one. See page 15 (CRCSESL) or page 17 (CRCSSSL). ** If lesson lengths are about 45 minutes and students are only scheduled for 30 minutes in the library or for the lesson in the classroom, how could the lesson be broken down into two segments if the students could be scheduled additional time in that same week? ** This is one question that I'm having a hard time with because of the time issue. How to get the lesson taught with the constraints of time management? I will have over 900 students and every day I have 2hours of lunch duty. They have a schedule for me to tweak, but it's not conducive with how I've been taught in my classes. You are absolutely correct about schedules and deep learning... Fixed schedules with fixed (especially short 30-minute) times are just not compatible with our learning goals. You will not like my answer but here it is: Work to tirelessly to earn a flexibly scheduled library.

· Purpose * 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? We are all educators and our job is to teach students. Reading is the foundation where all of learning starts. As a librarian I want to teach students the most important foundation so they can go on to be life long learners. This lesson allows students to start using all of their senses as they read. This allows for comprehension to take place. Students that are already readers do this, and they probably don't even know they are, but others need to be taught this skill and to continue to build from there. This lesson goes hand in hand with my philosophy about teaching reading and librarianship. ** Several types of learning should take place in the school library and I agree with Shelly that "reading is the foundation where all of learning starts." Students use all their senses each and every day but are not really "aware" of using them. Students need to be able to read and comprehend all types of books and the librarian should be a key player in this endeavor. ** Yes! And while they are using sensory images to comprehend this text, they are practicing notemaking, a traditional "library" information literacy skill!

· Objectives Review Bloom’s Taxonomy: [] * 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:** Good

Objective 2 " Objective 3  Objective 4  Objective 5 || Utilize  Identify  Record  Analyze  Synthesize  Self-assess || Applying  Understanding  Applying  Analyzing  Synthesize  Evaluate ||
 * Objective || Verb || Level on Bloom’s ||
 * Objective1

· Resources, Materials, and Equipment Children’s Literature, Young Adult Literature, or Other Resources Websites Graphic Organizers - The graphic organizers for CRCSESL are on the ALA Editions Web site (until sometime in June). The graphic organizers for CRCSSSL are on the ALA Editions Web site. Materials Equipment What resources are used and materials needed for this particular lesson?

* Which are the different formats or genres used to support learners? The Genre from Owl Moon is a Fictional story about a girl and her father owling. This book is an excellent choice to teach sensory details because it takes the reader on the same adventure as the characters in the book.

* 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. ** Data Projector or interactive whiteboard ** With objective 2, it says to identify and record the senses used by the characters. Students could use interactive graphic organizer from read write think or popplet (or others from the list we had to choose from) to collaborate and record the senses. The Admit Slip for this lesson plan includes a Web site where readers can listen to owl calls.

· Collaboration * How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. ** Having two or more educators coteaching this lesson allows more adult interaction and feedback during the learning process. In this lesson, part of the collaboration process is to conduct conferences to support student partners in their writing. If only one educator was present, it would be very difficult to do this given the student/teacher ratio in most districts. ** Agreed. Effective reading and writing conferences are a great benefit of coteaching. Yes! to comonitoring guided practice. Yes, Nancy you are so right! And with my experience with coteaching it is so valuable having another educator help with assessment. As the saying 2 heads are better than one. I find this right on with collaboration. As the other teacher and I discuss the lesson and the students, she will see different perspectives than what I did and vice versa. I also enjoy planning the rubric with another teacher because both of us can agree with the outcomes. Don't fail to notice how the coteachers comodel and copresent the tasks students will perform during the lesson. This is especially important when students are expected to practice cooperative learning. Yes! to students seeing different perspectives and teachers codeveloping assessment tools.

· Assessment * Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. ** Category matrices. ** Persuasive Paragraph Rubric, Graphic Organizers, and Admit Slip are all tools that would assess student outcomes. Yes * Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? On day 1 the closure asks students to tally their marks for each sense and then share. This helps them to assess the work they've done and be held accountable by sharing with others. ** On day 2, the closure asks for reflection. This gives the students a chance to look back on their learning and assess what they have learned. ** Giving the students a rubric is also an excellent way for the students to self assess. Remember: Self-assessment is one of the strands in the AASL S4L.

· Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology * 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. §110.15. English Language Arts and Reading, Grade 4. (8)Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery. ** 110.16.English Language Arts and Reading Grade 5. (8)Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery and figurative language in literary text. 110.15 English Language Arts and Reading Grade 4. (19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. ** Good

* Which AASL indicators align with this lesson? Give both the number and the description for each. 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) Read, view, and listen for pleasure and for personal growth. (4.1.1) Collaborate with others to broaden and deepen understanding. (1.1.9) Use prior and background knowledge as context for new learning.(1.1.2) Organize knowledge so it is useful (2.1.2) Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3) For extension: Use creative and artistic formats to express personal learning. (4.1.8) Yes * What are your ideas to increase student buy-in to this lesson?Give at least one. I would build back ground knowledge in what students know about this subject by showing pictures of owls or slides of them. I might even start up a conversation about the Guardians of Ga'hoole Series. A lot of students read these and this can open up the lesson for the slides and recording of the owls. Good. Any support that connects to background knowledge is great.
 * 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? Yes! Day 1) Playing a recording of the call of an owl will be motivation as this will spark the students' curiosity about owling and reading the book. Why or why not? This is motivating because of the choice in good literature and using the recording. I'm a firm believer in sparking students curiosity at the very beginning so they are tuned into the lesson the whole time. Collaboration also helps to capture students' interest throughout the lesson. ** Day 2: By providing the students with a real audience and having them vote for the most persuasive paragraph, the students' competitive juices will begin flowing and motivate them to do the best that they can. This is one way to capture the students' interest to learn. ** In my experience, competition with a positive purpose has worked well to motivate students.
 * I have a ceramic owl collection handed down to me by my grandmother and many of them are quite beautiful, extremely interesting and detailed. I would bring them to show the features of different types of owls and to give them a more visual introduction. ** Fun! Never let a published lesson plan diminish your creativity!

Student-friendly Objectives * Are these objectives at the instructional level of the targeted students? Give an example. Yes, (3) This states students are to identify and quote similes and metaphors that relate to each sense. This is an objective that was taught in third grade and introduced in second. Students should be able to identify these with just a little guidance from the teachers. Some students more that others will need the guidance. YES. ** Objective 4 states that students synthesize information in order to compose a persuasive paragraph. Writing a persuasive paragraph is a TEKS standard in grades 4-6. However in actuality, it extends back to second grade. ** Yes, to the spiral curriculum!

* Are there terms in these objectives that may need to be taught to students? Give an example. Objective one states students will be able to utilize their senses to experience an (unfamiliar) event vicariously. "Utilize" will be a word they probably aren't familiar with, but once it's explained the students won't have any trouble with it. ** Synthesize would more than likely also be another word the students are not familiar with. Objective four discusses Synthesizing information to compose a persuasive text. ** Yes! we should always be coteaching and academic vocabulary in our lessons. Giving students more opportunities to practice using terms in various contexts helps ensure they will comprehend them and use them in their own speech and writing.

Presentation * Describe the modeling aspect of this lesson. As one educator is reading the text, the other educator is closing her eyes to visualize and to imagine the events in the story in her mind. She is modeling to the students by example and thinking out loud what the educators want the students to do. ** Day 2: Educators role play a discussion of the predominant sense used in owling. This models for the students how evidence is an important aspect of persuasive writing. ** Yes! This modeling would not, IMHO, be as effective with a single educator. * How are the benefits of two or more educators maximized in the presentation component? They are allowed to role-play a discussion of the predominant sense used in owling. Again this is so important for students to see this; it allows them to understand what is expected. As they are doing this, they are also emphasizing the important factors in a lesson. ** Two or more educators working together is always beneficial in my opinion. On one day of the lesson, the educators model what they want the students to do. While one reads, the other models the closing of eyes, visualizing and then sharing what she visualized. This would not be possible to model effectively if there were only one educator. ** Agreed! Comodeling cooperative learning is powerful.

Student Participation Procedures or Student Practice Procedures * Are the directions clear? Give an example. All of them are clear; the only one that I would explain the vocabulary would be #3: Compose an individual persuasive paragraph that uses evidence from the text and similes or metaphors to convince the reader that one sense is predominantly used in owling. Some students might not know the word compose. ** I agree, Shelly. The Student Practice Procedures for both days are very clear. Self assess might also be a word which would need to be explained. ** Agreed

Guided Practice * How are the benefits of two or more educators maximized in the guided practice component? Educators monitor students' paragraph composition. This is so helpful with 2 people. When I'm doing this in the classroom by myself, I'm not able to meet with all of the students that I would like to. Having another educator doing this would allow all the students' needs to be met. ** Having two or more educators is a huge plus. Classes are getting so large (at least in my district) that having more than one adult in the room to help model and guide practice is beneficial not only to the other adults but for the students also. It also gives them feedback more efficiently and quickly as in the example. ** Agreed - This is a huge "selling" point for classroom-library coteaching.

Closure * Are students active in the closure component? yes, What are students doing for closure? Students are to share their paragraphs with others in their small groups. Accountability is a wonderful thing plus the sharing allows students to see what their peers noticed and what they might want to add next time or in their own writing in another assignment. ** Day 1: Students are active in the closure process. They are tallying their marks for each sense and sharing some similes and metaphors from the text. While they are sharing, they are learning form the other students too. ** Too often educators summarize the learning for students. Be sure to keep students active in the closure.

Reflection * How is the reflection component related to the learning objectives? This helps students comprehend the importance of using their senses in their reading but also in their writing. ** Yes it does and in addition, the reflection component and the learning component are directly related as it allows the students and the teachers to see if the objectives for that day or lesson have been met. ** The reading comprehension strategy and/or another learning objective keyword should appear in the description of an effective reflection.

· Extensions * What are your other ideas for extensions to this lesson? Describe at least one. Have students think of an activity and write a paragraph explaining this activity with the use of similes and metaphors using all the senses. But don't tell what the activity is and see if others can figure out the activity by how well they visualize the cues the student-author gave them. For example Fishing. They could use this activity and allow the students to "fish" by explaining what the reader is experiencing as they are fishing. ** This lesson could also be extended across the curriculum to the art class. Students could draw what they "visualized" and share their drawings with other classes and/or each other. This could then lead into a discussion about what sensory image the drawing portrays. ** These are solid ideas. How could we develop this into an inquiry lesson? What are the main thrusts in a sensory images lesson? In what other kinds of activities might sensory imaging play a central role? Is there a genre in which sensory imagery places a predominate role? Poetry yes... but what about advertising?


 * 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. 3.1 for details.