Link+to+Graphic+Organizer-+A.3.2+Lesson+Plan+Deconstruction


 * cReading Comprehension Strategy: Using Sensory Images **
 * Instructional Level: Advanced **

Dr. M. I added these. It would have helped to have these on this page.
 * Planning **
 * (Rebecca and Christine ) **

· Reading Comprehension Strategy (RCS)

v Name the RCS. Using Sensory Images

There are some directions missing from your graphic organizer. The question asked which S4L indicator (singular) aligns with this strategy. This is too many...

See the RCS and S4L Alignment Matrix at: []

AASL indicators include: 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 in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

· Reading Development Level

Advanced: Grades 4-6

· Instructional Strategies Cues, Cooperative Learning, Metaphors (Similes), Notemaking (Quotes) and Summarizing

v Which of these research-based instructional strategies have you used in your teaching? Name them. Cues, Cooperative Learning, Metaphors, Summarizing Cues, Cooperative Learning, Metaphors, Notemaking, and Summarizing

v Which of these instructional strategies do you need to learn? Name them and describe them. I need to learn how to use the Notemaking strategy effectively. Notemaking is when students make notes in their own words. I tend to tell them what to write or model on my own organizer and then they copy what I have written from what we have discussed. I would like to learn more about the notemaking strategy. I have a working knowledge of these skills, but would benefit from more practice in this area.

It is important to know several notemaking strategies and how to teach them at different developmental levels. Also, for intermediat students and older, advance organizers such as Admit Slips and Anticipation Guides are particularly useful. They help prepare students who may lack background knowledge on a particular concept or task.

· Lesson Length

v What are your questions about the lesson length? You must have at least one. My question would be how much time is allotted per day of instruction in the lessons. This lesson calls for two sessions, but the second session (or day) involves students hearing a sample paragraph, evaluating it with a rubric, writing their own paragraph, and evaluating that with a rubric. This seems like a lot of involved writing and evaluating for one session. Is the time allotted for the second day going to be enough?

Maybe not... That is why you and your collaborative partner always need to adapt published lesson plans. My experience with this lesson is the closure needs to be conducted on a 3rd day... (which is against the EEI law!) ;-)

First I would try to get the administration on board by showing research articles about the effectiveness of flexible scheduling. However, if that was still not effective I might try speaking with some of the teachers to see if they would trade library times or share a time to free me up to visit a classroom and co-teach. I am fortunate to work in a school that provides a flexible schedule. However if ever faced with the challenge of a fixed schedule, I would schedule a time with administration and the school librarian to discuss the benefits of allowing students and teachers flexibility in accessing resources. The value of collaboration with the school librarian as a small group facilitator would be a point I would also discuss.
 * 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?

Yes... and the best way to convince someone is to SHOW them the benefits!

· 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? The purpose of the lesson involves quality literature, a reading comprehension strategy, and reading and writing skills. The strategies and skills are integrated and support content standards. So, I'm inferring that you do think this is the kind of lesson that should take place through classroom-library collaboration.

· 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. Yes. Children’s Literature-Owl Moon by Jane Yolen, Ill. By John Schoenherr Websites- www.owling.com Graphic Organizers – Admit Slip, Category Matrix, Sample Persuasive Paragraph, Persuasive Paragraph Rubric Materials-Train Whistle Equipment-Overhead, data projector, or interactive whiteboard
 * Objective || Verb || Level on Bloom's ||
 * Obj. 1 || Utilize || Application ||
 * Obj. 2 || Identify || Understanding ||
 * Obj. 3 || Analyze || Analyzing ||
 * Obj. 4 || Synthesize || Synthesis ||
 * Obj. 5 || Self-assess || Evaluating ||
 * Resources, Materials, and Equipment

v Which are the different formats or genres used to support learners? The use of an interesting fictional text and reviewing figurative language would help learners understand the objective of 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. Overhead and interactive whiteboard.

Also, the owl call is located online.

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. -Lower student to teacher ratio would promote better teacher observation of student progress. -Coteaching allows more than one educator to check of understanding and assistance in supporting struggling learners. -Coteaching allows for division of monitoring student writing and in completing the writing piece.

Yes. What about in assessing students' persuasive paragraphs?

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Category Matrixes, persuasive paragraphs evaluated with the rubric

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students use a rubric to self-assess their persuasive paragraphs.

Yes.

· Standards Reading and/or writing- Reading Keywords:comprehend; vocabulary; determine the meaning of figurative language. Writing Keywords: Write persuasive text; paraphrase information; use literal and figurative language Listening and speaking- Effectively listen and speak Other content areas Information literacy- Recognize the need for information; develop and use successful strategies for locating information; organize for practical application; use information ethically; integrate information into one's own knowledge.

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. You need to state the content area for all the standards you cite in your lesson. 4.19 Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. 4.2D identify the meaning of common idioms; and figurative language

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 include: 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 in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

These are the ones I picked for this lesson. Unfortunately the person was supposed to provide me with images and student work from her field test did not do it: []


 * 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? This anticipatory set of playing the owl call and appealing to the senses will successfully engage learners of many learning styles. The appeal to the senses and guidance of visualizing with eyes closed will be an interesting way to increase focus on the lesson. The owl call will appeal to students because it's different from the norm in school. The sound of the call can immediately transport the students to a place where they are actually hearing the owls. Their imaginations are stirred which lends itself to creating images and visualizing. Yes. The owl call related to using sensory images and can help prepare students for the lesson. (It just occured to me that educators could lead students in describing the owl call using figurative language...)

v What are your ideas to increase student buy-in to this lesson? Give at least one. Role playing some of the similies will help students take ownership of the lesson and their learning. Have the students draw pictures of themselves "owling" to bring out the images in their heads. Remember: The buy-in is most important in the anticipatory set/motivation/introduction. I think your examples would be good extensions at the end of this lesson.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. Yes, I feel that the student-friendly objectives are exactly at the instructional level of fourth graders because the practice of writing persuasive essays is a TEK that will be addressed. Besides the persuasive essays TEK, fourth grade also ha: 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.

Agreed and the TEKS are certainly not written in student-friendly language!

v Are there terms in these objectives that may need to be taught to students? Give an example. Depending on the time of year, the components of persuasive writing and fundamentals of figurative language would have to be clearly taught or reviewed. The academic terms in the student objectives should be review from prior years, however they might need to be refreshed in the students' minds (e.g., tally marks, simile, metaphor, persuasive, evidence, figurative language).

Agreed.

Presentation

v Describe the modeling aspect of this lesson. The modeling of closing one's eyes to visualize the reading of a text is modeled. Also, the listener will model how to communicate what he/she visualized to the reader.

Think-alouds are critical to "how-to" strategy lessons.

v How are the benefits of two or more educators maximized in the presentation component? As many of the components of this lesson are partner based, it is helpful to have two educators model the expectations of the lesson. On Day 2, the educators role-play a discussion which is a valuable modeling experience because it is sometimes difficult to model how students should question and respond to each other as a solo teacher.

Agreed.

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. The directions are clear. The first practice procedure not only states that the students take turns reading, but that they do it page by page.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? The benefits are maximized because there are two educators to give more individualized attention to the students during their cooperative learning. Two educators monitoring means that not only is there more interaction per student or student group, but students can be kept on task and errors in reading and record-keeping can be corrected. Both educators have more opportunities to engage the students in discussions about what they are doing.

Agreed.

Closure

v Are students active in the closure component? What are students doing for closure? Students are actively tallying their marks for each sense and then sharing the similes and metaphors they discovered in the text. Students share their persuasive paragraphs in small groups and vote on the most important sense.

Educators often summarize for students in order to save time. We should always give students opportunities to practice metacognition.

Reflection

v How is the reflection component related to the learning objectives? The reflection is related because it questions students about the comprehension skill and the use of metaphors/similes. It ties the strategy back to the actual comprehension of the text read for the lesson.

· Extensions

v What are your other ideas for extensions to this lesson? Describe at least one. One extension would be to have students find another book that uses a lot of figurative language. They can follow the same procedures for that book as they did this one. Another idea is to have the students create their own metaphors/similes for Owl Moon. Students could make predictions about the most used sense for another book as they did in Owl Moon.

Agreed. However, if it is difficult for students to identify such books, educators could create a text set for students to use for this purpose.

I expected to see both partners contribute ideas for extensions.

This is a thoughtful analysis.


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