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.

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

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC or on page 17 in CRCSSSL. 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 (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.

Reading Comprehension Strategy:
Instructional Level:

Planning

· Reading Comprehension Strategy (RCS)

* Name the RCS.

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

Note: The lesson plans in both CRCSESL and CRCSSSL include the AASL indicators. This is to remind you of the requirement to align content-area standards with the S4L.

IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.

· 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

Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows:
Advancing: Grades 7-8
Advanced: Grades 9-10
Challenging: Grades 11-22

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. For example, I have used some of the CRCSESL advanced lesson with less proficient 8th-grade students.

· Instructional Strategies

Review these strategies on page 13 in CRCSESL or on page 16 in CRCSSSL.

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

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

· Lesson Length

* What are your questions about the lesson length? You must have at least one. See page 15 (CRCSESL) or page 17 (CRCSSSL).

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

* How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?

· Objectives

Review Bloom’s Original and New Taxonomy: http://dox.utdallas.edu/chart1057
(Note: Synthesis is not on the new Bloom's. I think that was a BIG mistake.)

* 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 the original or new Bloom’s. Use this chart.

Example:
Objective
Verb
Level on Bloom’s
Objective 1
Identify
Comprehension

· 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. The graphic organizers for CRCSSSL are on the ALA Editions Web site.
Materials
Equipment

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

* Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.

· Collaboration

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

· Assessment

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

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

· Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology

IMPORTANT: If you are working with elementary ELA-R (reading) standards, do not forget Figure: 19 TAC §110.10(b): http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

* 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.

* Which AASL indicators align with this lesson? Give both the number and the description for each.

Implementation

· Process
Motivation

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?

* What are your ideas to increase student buy-in to this lesson? Give at least one.

Student-friendly Objectives

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

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

Presentation

* Describe the modeling aspect of this lesson.

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

Student Participation Procedures
or
Student Practice Procedures

* Are the directions clear? Give an example.

Guided Practice

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

Closure

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

Reflection

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

· Extensions

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

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


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